145 - Innovative Initiatives for Enhancing Self-Directed Learning Experiences in a Medical Education Program

Presenter and Author(s)

Amanda M. Chiplock, AHIP

Assistant Director, Collection Management
USF Health Libraries
Tampa, Florida

Co-Author(s)

Kelly McCarthy

Director for Assessment & Evaluation
USF Health Morsani College of Medicine
Tampa, Florida
Ashley Metelus

Assistant Director of Evaluation
University of South Florida Morsani College of Medicine
Tampa, Florida

Background: Self-directed learning (SDL) is important to medical education and practice. Unfortunately, definitions and models of SDL vary, and the network of accreditation standards can complicate implementation. A review of SDL implementation in an MD program’s curriculum revealed opportunities to enhance SDL experiences. In preparation for an LCME accreditation review cycle, strengths and weaknesses for SDL implementation, assessment, and evaluation were identified. Curricular modifications were implemented to operationalize the accreditation standard more fully and to enhance SDL experiences in an MD program.

Description: From a pragmatic perspective and guided by theories of experiential learning and change, we identified areas for improvement within our existing curriculum structure. We implemented the following procedures to improve SDL integration into the MD curricular program:
1. Adopted a definition and program objectives for SDL aligned with accrediting standards and existing literature on SDL.
2. Adopted a pre-clinical, protected-time policy to safeguard unscheduled time for students to develop and refine SDL skills.
3. Initiated a full review of course sessions to determine where SDL skills were being taught in the curriculum.
4. Created a Canvas course to provide professional development to faculty and students.
5. Incorporated questions into student evaluations in courses where SDL activities were assigned.
6. Developed questions for course and program evaluations to gain feedback from the students.

Conclusion: This initiative was implemented in the 21-22 academic year and program evaluation is not yet complete. Lessons learned thus far: (a) prepare for faculty development concurrently with implementation planning; and (b) identify an implementation team early in the process. This presentation will provide tangible procedures that can enhance SDL implementation across the continuum of medical education. While a single case study does not warrant generalizability, the key components we will present could be used as a framework for SDL implementation approaches at other institutions.