The Development Of Self-Directed Learning Strategies in Problem-based Learning

Students often leave school without the skills needed for lifelong learning. This is particularly problematic in technical fields such as medicine and engineering where the knowledge is continually changing and advancing [Eden, et al., 1996]. To prepare students for the lifelong learning required for success in such fields, students need to have experience in self-directed learning (SDL) while in school. An innovative approach to learning that explicitly does this is problem-based learning, an educational methodology that applies cognitive science theory to the real world setting of education by having students learn in the context of solving complex problems. Problem-based learning is being used at many medical schools and is increasingly being applied to other settings [Barrows, 1985; Williams, 1993]. Because the problems used are complex, students work in groups, where they pool their expertise and experience and together grapple with the complexities of the issues that must be considered. Facilitators guide student reflection on these experiences, facilitating learning of the cognitive skills needed for problem solving and SDL. Because students direct their learning, skills needed for life-long learning are also acquired, as they manage their learning goals while coping with the problems they are trying to solve [Barrows, 1985]. In this paper, we present a model of self-directed learning and the results of a study that examines components of this model in the context of medical education.