Beck Amanda P
Department of Pathology, Microbiology and Immunology, New York Medical College School of Medicine, Valhalla, NY, USA.
BMC Med Educ. 2025 Mar 5;25(1):340. doi: 10.1186/s12909-025-06890-9.
Self-directed learning (SDL) is a form of education in which learners take charge of their own learning process, with an active role in knowledge, skill and attitude acquisition. Developing SDL skills is essential to becoming a lifelong learner, which is necessary in the current climate of rapidly expanding medical knowledge. Students must also develop the ability to reflect on their own strengths and weaknesses in SDL-related skills, allowing them to set appropriate learning goals and identify areas that require further improvement. Critical Reasoning Exercises (CREs), a student-driven, problem-based learning course, was introduced for first year medical students at New York Medical College School of Medicine to ensure all steps of the SDL cycle were covered in a comprehensive and standardized way. As part of the formative assessment process for CREs, we developed and validated a five-item self-reporting rubric of SDL competency to aid students' self-assessment of their acquisition of SDL skills. The increase in student self-assessed total score from midpoint to endpoint of CREs was statistically significant (p < .001), indicating students' perceived increase in SDL competency by the end of the CRE course. In addition to the total score, there was a significant perceived increase in competency for four of the five component skills of SDL (p < .05). Interestingly, there was also a statistically significant difference in student self-assessment total scores among facilitator groups at the midpoint of the CRE course. Integration of CREs into the curriculum demonstrated potential as an effective educational intervention for medical student development of competency in SDL.
自主学习（SDL）是一种教育形式，学习者在其中掌控自己的学习过程，在知识、技能和态度的获取中发挥积极作用。培养自主学习技能对于成为终身学习者至关重要，而在当前医学知识迅速扩展的环境下，这是必要的。学生还必须培养反思自身在自主学习相关技能方面优势和劣势的能力，以便能够设定合适的学习目标并确定需要进一步改进的领域。批判性推理练习（CREs）是一门由学生主导、基于问题的学习课程，纽约医学院校的一年级医学生被引入该课程，以确保自主学习循环的所有步骤都以全面且标准化的方式涵盖。作为批判性推理练习形成性评估过程的一部分，我们开发并验证了一个包含五个项目的自主学习能力自我报告量表，以帮助学生自我评估他们自主学习技能的掌握情况。批判性推理练习从课程中点到终点学生自我评估总分的增加具有统计学意义（p <.001），表明在批判性推理练习课程结束时，学生认为自己的自主学习能力有所提高。除总分外，自主学习五个组成技能中的四个在能力感知方面也有显著提高（p <.05）。有趣的是，在批判性推理练习课程中点时，不同辅导员组的学生自我评估总分也存在统计学上的显著差异。将批判性推理练习整合到课程中显示出作为一种有效的教育干预措施，对医学生自主学习能力发展的潜力。
