Self directed learning in the undergraduate dental curriculum

Area of Science:

• Dental Education
• Medical Education
• Self-Directed Learning

Background:

• Self-directed learning (SDL) is increasingly important in clinical education.
• The Dental School at London Hospital Medical College evaluated SDL in 1995.
• Existing guidance on SDL lacks clear definition and purpose.

Purpose of the Study:

• To evaluate the implementation and perception of self-directed learning (SDL) within a dental clinical curriculum.
• To identify variations in understanding and value attributed to SDL among staff and students.
• To assess the clarity and utility of General Dental Council guidance on SDL.

Main Methods:

• Surveys were administered to both academic staff and dental students.
• Data collection focused on perceptions of SDL meaning and learning value.
• Analysis explored viewpoints within and between staff and student groups.

Main Results:

• Significant variation in the understanding of SDL was found among participants.
• Discrepancies existed in the perceived value of SDL as a learning tool.
• Staff and student groups exhibited differing perspectives on SDL implementation.

Conclusions:

• The study highlights a lack of consensus regarding the definition and application of SDL in dental education.
• Ambiguity in General Dental Council guidance contributes to inconsistent understanding and use of SDL.
• Further consideration and clarification of SDL are recommended for effective integration into clinical curricula.