self directed learning

University Degree Education and Teaching

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Table of contents

Abstract……………………………………………………………............................ 3

Induction……………………………………………………………………………… 4

Approaches to learning……………………………………………………………….. 5

Self directed learning………………………………………………………………….. 6-7

Self Directed Learning and Deep Learning in Heath Care Professionals’ Education…7-10

Conclusion……………………………………………………………………………...10

Reference list…………………………………………………………………………11-12

Abstract

The aim of this paper is to illustrate how self directed learning can be successfully implemented in clinical settings in order to enhance/promote deep learning of health care professionals. This notion is supported by evidence from the available literature and the findings demonstrated a strong correlation between self directed leaning strategies, deep learning approaches and productive learning outcomes in continued professional development.

Introduction

In a time of continuous change, it seems to be impossible to acquire early in life, the knowledge that adulthood will require, hence life long learning has become a necessity for most of us (Smith, 1984 p.15). Adults in general, are not yet aware that they can take control of their learning and become more self directed as learners, if provided with the appropriate resources and the suitable assistance by educators or facilitators (Miflin, & Campbell, & Price, 2000 p. 302). Each person has a different and specific learning style and approach to learning. In a clinical setting, it is usually the educator’s role to promote and encourage learning strategies that will result in productive learning outcomes and hence assist staff with their continued professional development. This essay will look at self directed leaning as a preferred learning strategy in encouraging deep learning, in the context of health care professionals in a clinical setting. The concepts, deep and surface learning approaches, self directed learning will be discussed in detail, followed by a discussion on how these inter-connect at a clinical setting in the above context, with supporting evidence from the literature.

Approaches to Learning

An approach to learning refers to the strategy used by an individual facing a learning situation and his/her reason or motive for adopting this strategy (Prosser, & Triggwell, 1999 p.83). According to the available current literature, there are two approaches to learning, the deep approach and the surface approach (Prosser, & Triggwell, 1999 p. 83, & Entwistle, 1998 p.73).

In the Deep approach to learning, the individual intends to understand and interpret concepts or ideas for her/him self. This individual is able to relate ideas to previous knowledge or experience; look for patterns and underlying principles; check evidence and relate it to conclusions; examine logic and argument diligently and critically; are aware of the understanding that develops while learning; and become actively interested the subject content( Entwistle, 2001 p. 17). In contrast, the Surface approach to learning the individual tries to only cover the minimal work required for the subject or course. He/she treat the course as unrelated bits of knowledge; memorize facts and carry out procedures routinely; finding difficulty in making sense of new ideas presented; study without reflecting on either purpose or strategy; and feel undue pressure and worry about work( Entwistle, 2001 p. 17).

In a clinical setting, adopting a deep approach to learning is believed to be very beneficial (Higgs, 1992 p.24). Health care professionals who use evidence to bring up to date their practice, who are able to relate elements taught to their working experiences and are able to adapt to meet new challenges tend to be more efficient clinicians than those who do not (Cowan, et al. 2003 p.100). This is because the deep approach to learning is characterized by intrinsically motivated learning which relates experience/prior-knowledge and ideas to learning material and seeks evidence to further justify these ideas (Biggs, 1991 p. 218-220). Consequently, the deep approach to learning is linked with that taken by self-directed adult learners as described by Merriam s. & Caffarella R. (1991 p.55).

Self directed Learning

The foundation of self directed learning stems from the work of Malcolm Knowles, who explored adult learning principles and found that adult learning, is optimal when it is self directed. In view of this, he described self directed learning, as a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes (Knowles, 1975 p.18).

On the other hand Phillip Candy(1991, p.6-15), described self direction as ...

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Self directed Learning

On the other hand Phillip Candy(1991, p.6-15), described self direction as a versatile concept that could cause conceptual confusion when used by a diverse range of authors, and made the distinction between self directing learning as an outcome of education as opposed to being a method of education. For example personal autonomy and self management were seen as outcomes of education (Candy, 1991 p. 101-156).

Knowles also put forward three major reasons why self directed learning is an important skill. First he argues that there is convincing evidence that people who take the initiative in learning (proactive learners) learn more things, and learn better, than do people who sit at the feet of teachers passively waiting to be taught (reactive learners). They enter into learning more purposefully and with greater motivation. They also tend to retain and make use of what they learn better and longer than do the reactive learners (Knowles, 1975 p.14). Secondly, taking initiative in learning allows an individual to be more in tune with his/her natural processes of Psychological development. Thirdly, many of the new developments in education place responsibility for learning right on the shoulders of learners, subsequently students entering into these programs without having learned the skills of self-directed learning will experience anxiety, frustration , and often failure, and so will their teachers (Knowles, 1975 p. 15).

Consequently, self directed learning has been identified as an important and essential skill for health care professionals, allowing them to face the challenges of today’s clinical environments (Jordan, 2001 p. 40). In response to this, several health care institutions have made self directed learning a part of the curriculum education for their clinicians.

In promoting self directed learning, a number of skills have been mentioned in the literatures which have been identified as key facilitators in a clinical setting environment. These include self assessment, evaluation, reflection/ monitoring, critical thinking, critical appraisal, journal/diaries, discussion groups and peer reviews (Navaz, 2005 p. 880). Now, it usually up to the clinical educator to diligently reinforce these skills by utilizing self directed learning strategies such as, problem based learning; discovery learning; Task based learning; periential and reflective learning; portfolio based learning; Small group; self instructional and project based learning; and Peer evaluation and learning contracts (Spencer, & Jordan, 1999 p. 1281).

Self Directed Learning and Deep Learning in Health Care Professionals’ Education

As mentioned earlier, self directed learning has been proposed as the most successful approach for the continuation of healthcare education, and the production of healthcare professionals who are more prepared for lifelong learning and better equipped to meet the needs of modern health care systems (Spencer, & Jordan, 2001 p. 39). Self directed learning is believed to encourage the “deep approach” to learning, by motivating the adult learner to actively search meaning/understanding for the subject of interest and its vocational relevance (Spencer & Jordan, 2001 p. 340). It seems that self directed learning is an active process which promotes deep learning, that is an active search for understanding, as opposed to surface learning, merely encouraging students to reproduce what has been learnt. Both, educators and learners will need to be acquainted with the differences between these two approaches, and should be instructed deliberately in strategies that lead to deep learning. According to Candy (1991), for adult learners to be able to succeed in self directed learning, it is imperative for them to posses or develop the ability to think logically, critically, and analytically about the subject they are learning. Hence critical thinking can be encouraged as a skill and an attitude or predisposition and a significant determinant in the process of promoting deep level learning through self directed learning (Candy, 1991 p. 323-330).

In the past years, there has been a number of research studies that have illustrated how health care professionals and clinical educators adopt and encourage the principles of self directed learning for continued professional development.

In a study, involving 35 registered nurses, upgrading their certificate level to diploma or bachelor degree status. Self directed learning skills were actively promoted by tutors, both by helping to identify and how they could achieve their learning objectives and by encouraging to reflect on the outcomes of their self-directed learning. The study was carried out by the University of New South Wales, and reported successful completion of the course by the subjects illustrating deep learning through their use of their directed learning abilities (Ryan 1993, p.60-62).

Similarly, in another study, self directed learning was implemented as means of assisting medical students into developing clinical reasoning and in turn, equip them with the skills to further investigate the related topics necessary for their clinical program. The study illustrated successful learning outcomes, leading to the completion of their clinical program (Trevena, & Clarke, 2002 p. 60-64). During feedback, the subjects, indicated that, as a result of this innovative learning strategy, their clinical reasoning and decision-making skills were nurtured which in turn lead them to be better prepared in accepting the responsibilities of everyday clinical practice.

Curran, Fleet, & Kirby, conducted a study consisting of key informant interviews and Web-based online surveys on Canadian health care professionals, investigating the best practice for improving access to continuing professional education. The study identified self directed learning programs as one the best practice approaches to improve their continuing professional education in their clinical settings (Curran, Fleet, & Kirby 2006 p 52 &54).

In another a study, conducted at a Canadian university, investigated the relationships between self directed learning, critical thinking, and psychology type of 142 university individuals. It concluded that extroverted intuition (an element of critical thinking) was a strong predictor for students’ inclination to engage in self directed learning (Krebber, 1998 p.79). ). This correlates with Candy’s view of self directed learning, where one must adopt skills, such as critical thinking in order to succeed in long life learning(Candy, 1991). According to the literature, critical thinking involves not only logical, but also intuitive and even more emotive aspects. and Candy (1991), describes the research studies demonstrated productive deep learning outcomes for the selected groups of health care professionals involved.

Education in a clinical health setting needs to be flexible, portable, and accessible. Central to effective self directed learning is the establishment and maintenance of an appropriate learning climate, an environment of trust and collaboration where learners could feel free to risk themselves and to explore new ways of thinking (Candy, 1991 p. 228).

One of the stated goals of a clinical educator is to facilitate deep learning via self directed learning. For instance, this cannot be accomplished within a lecture format itself but perhaps a lecture/tutorial/task can stimulate adults to develop the skills associated with deep learning, such as critical thinking, problem solving, and self-directed learning. and at the conclusion of the lecture is an opportunity to explicitly state the need for further study and to provide assistance to learning. For example, handouts, given either at the beginning or the end of a lecture, can provide a framework for use during the lecture to facilitate the comprehensive type of deep learning. Handouts and reading lists could also supplement the lecture content and help overcome the compulsion to `cover the ground'. Provision of `take-home' problems is useful for the purpose of practice with the new knowledge as well as strengthening the already learnt. Educators possess a wide range of abilities and qualities that demonstrate an understanding of teaching and learning, hence facilitating and allowing health care professionals to maintain or progress with their continuing professional development (Andrews & Roberts 2003, p. 447).

can take control of their learning and become more self directed as learners, if provided with the appropriate resources and the suitable assistance by educators or facilitators (Miflin, & Campbell, 2000 p. 302). Each person has different and specific learning style and approach to learning. In a clinical setting, it is usually the educator’s role to promote and encourage learning strategies that will result in productive learning outcomes and hence assist staff with their continued professional development. This essay will look at self directed leaning as a preferred learning strategy in encouraging deep learning, in the context of health care workers in a clinical setting. The concepts, deep and surface learning approaches, self directed learning will be discussed in detail, followed by a discussion on how these are implemented/applied as well as, their relationship/connection in illustrating its imperative role in enhancing deep learning in the above context with supporting evidence from the literature.

Conclusion

In rapidly changing health care environments, the requirement for health care professionals to maintain up to date knowledge in their area of practice can be very challenging. This paper was able to illustrate that self directed learning is a very efficient and commonly used learning strategy amongst health care professionals in continuing with their professional development. The findings demonstrated that self directed learning successfully promoted the deep learning approach, resulting in productive learning outcomes. It should also be noted, that the clinical educator plays an imperative role in assisting or facilitating the health care professionals to engage in deep learning by promoting the principles of self directed learning. A good point to remember is that adult learners are not beginners, but in a continuing process of escalation. They engage in education with intentions of their own, bringing their experiences and values. They already have their own set patterns of learning, they bring expectations about the learning process, and the realities of their lives bring competing interests.

References:

Biggs, J (1991), Good learning: what is it? How can it be fostered? In Biggs (ed.) Teaching for Learning: The View from Cognitive Psychology. Melbourne, ACER, pp 215-230.

Entwistle, N (1998), Approaches to Learning and Forms of Understanding. In B. Dart and G Boulton-Lewis Traching and Learning in Higher Education. Melbourne, ACER press, pp.72-101.

Knowles, M (1975), Self-Directed Learning: A Guide for Learners and Teachers, New York, Association Press.

Candy, PC (1991). Self-direction for Lifelong Learning. A comprehensive guide to theory and practice, San Francisco: Jossey-Bass.

Entwistle, N (2001), Promoting Deep Learning Through Teaching and Assessment. In L. Suskie Assessment to Promote Deep Learning. North Carolina, USA: AAHE, pp. 16-26.

Cowan, D, Roberts, J, Fitzpatrick, J, While, A, & Baldwin, J (2003), ‘The approaches to learning of support workers employed in the care home sector: an evaluation studyFlorence Nightingale School of Nursing and Midwifery’, Nurse EducationToday, vol.10, no. 24, pp. 98–104.

Merriam, s & Caffarelal, R (1991), Learning in Adulthood, San Francisco, Jossey-Bass Publishers.

Miflin, R, Campbell, C, & Price, D (2000), ‘A Conceptual Framework to Guuide the Devlopmnet of Self Directed, Lifelong Leaning in Problem-based Medical Curricula’, Blackwell Scince, Vol.34, no. 4, pp.299-306.

Higgs, J (1992), ‘Developing Knowledge: A process of Construcion, Mapping and Review’, NZ Journal of Physiotherapy, vol. 23, no. 7, pp. 23 -30.

Navaz, H (2005) ‘Self Directed Learning And Continuing Medical Education,’ Australian Family physician, vol.34, no.10, pp.879-880.

Prosser, K & Triggwell, K (1999), ‘Uderstanding Learninng and Teachimmg: The Experience in Higher Education’, Buckingham, Society for Research into Higher Education and Open Universitry Pess,

Spencer, J & Jordan, R (1999), ‘Learner centred approaches in medical education’,British Medical Journal ,vol.10, no. 318, pp.1280-1283

Spencer, J & Jordan, R (2001), ‘Educational Outcomes and Leadership to Meet the Needs of Modern Health Car’, Quality in Health Care, vol. 10, no. 2, pp. 38–45.

Andrews, M & Roberts, D (2003), ‘Supporting student nurses learning in and through

clinical practice: the role of the clinical guide’,Nurse Education Today, vol.19, no.23, pp.474-481.

Ryan, G (1993), ‘Student Perception About Self-directed Learning in Proffesional Course Implementing Problem Based Learning’, Studies In Higher Education. vol.18, no. 1, pp.53-63.

Trevena, L & Clarke, R (2002), ‘Self-directed Learning in Population Health: A Clinically Relevant Approach for Medical Students’, American Journal of Preventive Medicine, vol.22, no. 1, pp.59-65.

Curran, V, Fleet, L & Kirby, F (2006), ‘Factors Influencing Rural Health Care Professionals Access to continuing professional education’, Aust. J. Rural Health vol. 14, pp.51–55.

Krebber, C. (1998) The relationship Between Self -directed Learning, Critical Thinking, and Psychological Type, And some impl;ications for Teaching in Hihger Education. Studies in Higher education. Vol..23, no.1 pp71-86.

Smith, R. M. (1984) Chapter 1: A Concept with Important Implications. In Learning How to Learn: Applied Theory for Adults. New York: Cambridge, The Adult Education Company. (pp.15-32).

self directed learning

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