The University of Texas Health Science Center at San Antonio Joe R and Teresa Lozano Long School of Medicine, Office for Undergraduate Medical Education, San Antonio, TX, USA.
Med Teach. 2022 Jul;44(7):702-706. doi: 10.1080/0142159X.2022.2055456. Epub 2022 Mar 28.
Medical educators share the belief that fostering the development of lifelong learning skills is a fundamental task for teachers and learners in all stages of a physician's education: undergraduate medical education, graduate medical education, and continuing medical education. A significant challenge to developing and implementing best practices in lifelong learning is the varied interpretation and application of its related terminology, such as 'self-directed learning' in this context.
This paper discusses the scholarly origins of key terms in lifelong learning ('self-directed learning' and 'self-regulated learning') and explores their commonalities and their common conflation.
The authors propose a renewed attention to precision in use of lifelong learning terminology in medical education across the spectrum as a way to best design and deploy impactful educational experiences for learners at all levels.
医学教育者认为，培养终身学习技能是教师和学习者在医生教育的各个阶段（本科医学教育、研究生医学教育和继续医学教育）的一项基本任务。在发展和实施终身学习最佳实践方面，面临的一个重大挑战是对其相关术语（如本语境中的“自我指导学习”）的解释和应用存在差异。
本文讨论了终身学习（“自我指导学习”和“自我调节学习”）关键术语的学术渊源，并探讨了它们的共性和常见的混淆。
作者建议在整个医学教育领域更加关注终身学习术语的使用精度，以便为各级学习者设计和部署更有影响力的教育体验。
