4.5 Article

Medical students' orientation toward lifelong learning in an outcome-based curriculum and the lessons learnt

Journal

MEDICAL TEACHER
Volume 43, Issue -, Pages S6-S11

Publisher

TAYLOR & FRANCIS LTD
DOI: 10.1080/0142159X.2019.1646894

Keywords

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Funding

  1. International Medical University, Malaysia [IMU333/2015]

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This study found that medical students show a significant increase in orientation towards lifelong learning with academic progression, especially clinical students showing significant improvements in seeking information skills and attention to learning opportunities. Problem-based learning, flipped classroom, guided reading, projects, and experiential learning activities are perceived to be effective in promoting lifelong learning skills.
Background: Lifelong learning (LL) is an important outcome of medical training. The objective of this study is to measure the orientation of medical students toward LL and to determine the types of self-directed learning (SDL) activities that contribute toward LL skills. Methods: The Jefferson Scale of Physician Lifelong Learning for medical student (JeffSPLL-MS) questionnaire was used. Factor analysis was performed, Cronbach's alpha and effect size were calculated. The types of learning activities that contribute to LL skills were identified. Results: Three-factor structure emerged from the factor analysis and were identified as learning beliefs and motivation, skills in seeking information and attention to learning opportunities. A significant increase (p < .05; ES = 0.27) in orientation toward LL with academic progression was observed. Clinical students improved significantly in the domains of 'skills in seeking information' (p < .001; ES = 0.48) and 'attention to learning opportunities' (p < .001; ES = 0.55). Problem-based learning, flipped classroom, guided reading, projects and experiential learning activities are perceived to be effective for promoting LL. Conclusions: Medical students' LL skills develop progressively from preclinical to clinical years. Self-directed learning activities are perceived to be effective in promoting LL skills.

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