Mahajan Rajiv, Badyal Dinesh Kumar, Gupta Piyush, Singh Tejinder
Department of Pharmacology, Adesh Institute of Medical Sciences and Research, Bathinda, Punjab; Departments of Pharmacology and *Pediatrics, Christian Medical College, Ludhiana, Punjab; and Department of Pediatrics, University College of Medical Sciences, New Delhi; India. Correspondence to: Dr Tejinder Singh, Department of Pediatrics and Medical Education, Christian Medical College, Ludhiana 141 008, India.
Indian Pediatr. 2016 Sep 8;53(9):797-804. doi: 10.1007/s13312-016-0934-9. Epub 2016 Jul 1.
Lifelong learning is referred to as learning practiced by the individual for the whole life, is flexible, and is accessible at all times. Medical Council of India has included lifelong learning as a competency in its new regulations for graduate medical training. Acquisition of metacognitive skills, self-directed learning, self-monitoring, and reflective attitude are the main attributes of lifelong learning; and all of these can be inculcated in the students by using appropriate instructional methodologies. It is time to deliberate upon the instructional designs to foster the lifelong learning skills and behaviors in medical graduates. In this communication, we aim to debrief the concept of lifelong learning, particularly in context with medical training and detailing the process that can be explicitly used to cultivate the attitude of lifelong learning in medical graduates.
终身学习是指个人一生都在践行的学习，它具有灵活性，且随时都能进行。印度医学委员会在其研究生医学培训的新规定中已将终身学习列为一项能力要求。获得元认知技能、自主学习、自我监控和反思态度是终身学习的主要特征；而通过使用适当的教学方法，所有这些都可以灌输给学生。现在是时候思考教学设计，以培养医学毕业生的终身学习技能和行为了。在本交流中，我们旨在阐述终身学习的概念，特别是结合医学培训的背景，并详细说明可明确用于培养医学毕业生终身学习态度的过程。
