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The role of a specific module for motivating medical educators towards self-directed learning in medical education: A qualitative study
Correspondence to ARUNIMA CHAUDHURI; arunimachaudhuri4u@gmail.com
[To cite: Chaudhuri A, Manivasakan S, Ananthakrishnan N. The role of a specific module for motivating medical educators towards self- directed learning in medical education: A qualitative study. Natl Med J India 2025;38:108–14. DOI: 10.25259/NMJI_938_2024]
Abstract
Background
Medicine is a rapidly evolving field, so medical education aims to instill in students a commitment to ongoing learning and professional development promoting lifelong learning. To determine the role of a specific module in motivating medical educators to promote self-directed learning (SDL) in Medical Education.
Methods
The present study was conducted after obtaining institutional ethical clearance and informed consent from the participants. One-month mentor-learner web sessions on SDL using Google Group were arranged after administrative approval was obtained. There were 42 participants in the study. The whole module was conducted online. Study materials were provided to the participants using the Google Group and the WhatsApp Group, and for group activities learners were divided into five groups.
Results
Faculty members were motivated to apply their acquired skills as per feedback responses, reflection writing analysis, responses to motivational scale scores (Mean of importance and effort items were between 4.07-4.48 on a 5-point scale), and program evaluation (Kirkpatrick Level 1) was satisfactory.
Conclusion
The present faculty development program conducted online focused on SDL providing educators with essential tools and strategies to foster SDL among medical students. The program encompassed various elements, including peer review, hands-on training sessions, and collaborative learning, aimed at enhancing faculty members’ understanding of SDL principles and their practical implementation in medical curricula. The combination of intrinsic and extrinsic motivators, coupled with a well-designed faculty development program, contributed to the success of the initiative in promoting SDL in medical education.
INTRODUCTION
Medical education aims to provide individuals with the knowledge, skills, as well as attitudes necessary to become competent healthcare providers. Medicine is a rapidly evolving field with the doubling time of medical knowledge in 2020 estimated to be only 73 days.1 Hence, medical education should instill in students a commitment to professional development promoting lifelong learning. This includes keeping up with new research, technologies and best practices throughout their careers. Physicians must be able to analyse complex medical problems, integrate information from diverse sources and make sound clinical judgements. Medical education emphasizes critical thinking skills and encourages students to approach medical issues systematically.2–7
Self-directed learning (SDL) in medical education refers to an approach where learners take primary responsibility for their learning, including setting goals, choosing resources and evaluating their progress. This approach is becoming increasingly important due to the ever-expanding volume of medical knowledge and, therefore, the need for lifelong learning.8–14 Promoting the ability to motivate and foster SDL amongst faculty in medical education, so that they can transfer this ability to their students, is essential for developing a culture of lifelong learning as well as enabling learners to become autonomous reflective practitioners.7,11,15–21
Incorporating SDL into medical education requires a supportive learning environment, clear guidance from faculty members and opportunities for students to practice and refine their SDL skills. While it may require some initial adjustment, SDL can empower students to become independent, motivated and lifelong learners in the field of medicine.7,8–12
Faculty development (FD) is a crucial aspect of ensuring the quality of healthcare professionals’ training. It involves programmes, workshops and other initiatives aimed at enhancing the teaching skills, curriculum development expertise and overall effectiveness of medical educators.15–21 Teachers must be well- versed in the concept of SDL to play an important role in helping students develop the abilities necessary for SDL. Hence, by investing in FD directed towards implementing SDL amongst medical students, institutions can empower learners to become independent, lifelong learners who are well-equipped to succeed in their future medical careers. In light of this, ascertained how a specific module for this purpose might encourage medical educators to support SDL in the field of medical education.
METHODS
Our study was conducted at Burdwan Medical College, West Bengal, India, after obtaining institutional ethical clearance (BMC/IEC: 1_2024 dated: 1/2/2024) and informed consent of the participants. One month of mentor–learner web sessions on SDL using Google Group were arranged after obtaining administrative approval. Two faculty members conducted the sessions, one was a Professor from the department of Physiology and the other was the Principal of the institution. Learners were provided with guidelines and study materials by the moderators of the sessions. Purposive sampling was done for the inclusion of participants. Initially, it was planned to include only 28 to 30 members from the institution to facilitate intensive training and 2-way discussion, hence a poster was put up in the college group with a link to join the course. Thirty-three faculty members were registered within 3 days. Nine faculty members from other institutions who were previously posted in this institution in the department of Physiology contacted the facilitators of the course and requested to let them join the course. After taking administrative approval, they were also allowed to join (Table I). There were 42 participants in the study.
Department | Number of participants |
---|---|
Physiology | 15 |
Biochemistry,Microbiology,Radiation oncology, General surgery and Orthopaedics | 3 each |
Community medicine | 4 |
Otolaryngology, Pathology | 2 each |
Anatomy, Anaesthesiology, Radiodiagnosis and Ophthalmology | 1 each |
Planning and modifying the sessions were done over 2 months under constant supervision and guidance of the faculty members of the Medical Education Unit of the institution and the Institute of Health Professions Education. The module was validated by 5 faculty members who had wide exposure to medical education technology. A structured Delphi round was used to prepare the FD module.
Round 1: Introduction and brainstorming
Introduction to SDL: Provided an overview of SDL, its importance and relevance to FD.
Brainstorming: Participants were asked to brainstorm key topics, challenges and strategies related to SDL in medical education. Encouraged to share personal experiences and insights.
Round 2: Identifying key topics
Compilation: Compile the brainstormed ideas into a list of key topics related to SDL in medical education.
Prioritization: Participants were asked to rank the listed topics based on their perceived importance and relevance to their teaching context.
Round 3: Defining learning objectives
Review: The top-ranked topics from Round 2 were presented and their implications for FD were discussed.
Collaboration: Participants were encouraged to collaboratively define specific learning objectives for each topic, focusing on what faculty should be able to understand or do after completing the module.
Round 4: Developing content and resources
Content creation: Participants were invited to suggest content ideas, such as case studies, best practices, tools and resources, to address the defined learning objectives.
Resource sharing: Facilitating sharing of existing materials, research articles, online courses, YouTube videos and other resources relevant to SDL in medical education.
Round 5: Assessment strategies
Assessment types: Discussion of various assessment methods suitable for evaluating faculty understanding and application of SDL principles.
Feedback mechanisms: Exploration of strategies for providing constructive feedback to faculty participants on their SDL practices and teaching approaches.
Round 6: Implementation and integration
Integration into curriculum: Brainstorming ways to integrate SDL principles into existing FD programmes and medical curricula.
Barriers and solutions: Identifying potential barriers to implementing SDL in medical education and proposing practical solutions to overcome them.
Round 7: Reflection and evaluation
Reflection: Encouraged faculty members to reflect on their teaching practices and how they can incorporate SDL principles into their teaching.
Evaluation: Discussed methods for evaluating the impact of the FD module on SDL, including pre- and post-assessments, participant feedback and long-term outcomes.
Round 8: Finalization and action plan
Final review: Reviewed all discussions and decisions made throughout the Delphi process.
Action plan: Developed a concrete action plan outlining the next steps for implementing the FD module, including timelines, responsibilities and follow-up activities.
Following this structured Delphi process, faculty members were engaged collaboratively and iteratively to develop a comprehensive and effective FD module on SDL in medical education.
The module was conducted online. The learners could respond and participate according to their own time. Study materials were provided to the participants using the Google Group and the WhatsApp Group.
For group activities, learners were divided into five groups (A, B, C, D, E). Group division was done after analysis of responses provided in the link for joining the programme by the learners and keeping in mind the seniority of the learners and exposure in the field of medical education technology. Regular polls were conducted using the WhatsApp group regarding different activities of the module to know the opinions of the learners and increase their sense of belongingness as well as motivate them. There were five threads in the activities of the sessions with their individual objectives, tasks and other activities (Table II). The reasons mentioned for joining the course as per responses given by participants are given in Table III.
Thread number and timeline | Objectives | Individual task | Group task |
---|---|---|---|
Thread I Time 7 days |
|
Individual activity: Reflection by the individual learner Participants were required to summarise the instances in which they had learned independently and to compose a 500-word essay outlining their responsibilities as independent learners in a specific scenario. What were the positive and negative experiences the learner had to face while using these resource materials? It was requested of participants to compare their team members’ approaches to SDL with their own experiences. After the discussion, everyone was asked to comment in the thread about the interview’s findings and how that person’s experience would affect their future SDL endeavours. |
Learners were asked to prepare a SWOC analysis on the implementation of SDL sessions in their institutions. |
Thread II Time 7 days |
|
Describe SDL. Using examples, talk about the types and guiding concepts of SDL. How would you assist students in carrying out a SDL session? |
Please prepare lesson plans for SDL sessions. Topics for lesson plan: Group A: Leadership skills for final year MBBS students using SDL. Group B: Stress management skills for PG residents using SDL. Group C: Ethical principles for third professional students using SDL. Group D: Communication skills for the second professional MBBS students using SDL. Group E: Professionalism skills for PG residents using SDL. |
Thread III Timeline 7 days |
|
Prepare lesson plans Methods for designing SDL sessions Group A: Doughnut or Donut rounds Group B: Snowball method Group C: Jigsaw method Group D: Problem-based learning Group E: Flipped classroom All the groups reviewed the module prepared by another group: A of E, B of C and so on. |
|
Thread IV Timeline 7 days |
|
Enumerate strategies needed to promote SDL in students and give examples of extrinsic and intrinsic factors that promote motivational strategies (in 500 words). Discuss future role of online SDL in medical education (in 500 words). |
Groups were asked to explore the key points for each side of the debate:
|
Thread V Timeline 2 days |
|
Learners had to respond to a link provided (available free online) for self-assessment. Participants had to write reflections under the following headings and post in the thread:
Participants were provided access to an online survey where they were asked to rank the training’s relevance to their employment, its level of engagement and their level of satisfaction with the knowledge they had gained on a scale of 1–5. In addition, they were asked if they were confident in their ability to use SDL sessions in their departments and if they would suggest the training to a colleague. |
Motivation from National Medical Commission (NMC) guidelines | 28 respondents highlighted that SDL is integral to competency-based medical education (CBME) according to NMC guidelines. Attending the session was seen as an opportunity to become a better facilitator in line with these new standards. |
---|---|
Experience and effectiveness | 2 respondents mentioned that after experiencing SDL in medical education services, they found it effective for student learning, which motivated them to join the course. |
Continuous learning and curriculum update | 25 respondents emphasized that medical learning is continuous, and the inclusion of SDL in the new NMC curriculum motivated them to update their teaching methods to effectively educate students. |
Innovative approach to learning | 10 respondents appreciated SDL as an innovative approach to knowledge and skill development, indicating a positive reception towards modern educational methodologies. |
Addressing challenges in traditional methods | 33 respondents expressed concerns about students’ declining interest in traditional lecture-based classes and poor attendance, motivating them to adopt newer teaching methods to enhance engagement and learning outcomes. |
Importance of SDL skills | 22 respondents stressed the importance of SDL skills in enabling students to gather information beyond the standard curriculum, which can influence their career choices and preferences. |
Need for clarification and guidance | 30 responses highlighted the complexity of SDL and the need for facilitators to clarify doubts and acquire the necessary skills to effectively implement SDL in teaching practices. |
Recognition of online learning benefits | 40 respondents valued the online learning format of the SDL module, considering it essential for managing busy schedules while improving academic excellence. |
Professional development and career advancement | 14 respondents viewed participation in the SDL module as an opportunity to learn, explore new teaching methodologies and advance their careers in medical education. |
RESULTS
Forty-two faculty members participated in the study and completed all tasks within the stipulated time. Wide representation from different departments highlights a collective recognition of the importance of the study’s theme, likely related to advancements in medical education or specific curriculum focuses, such as SDL. The engagement of faculty from multiple specialties encourages interdisciplinary collaboration, enhancing the learning experience for both educators and students. Moreover, the unique perspective of each department contributes to a richer discussion on the challenges and benefits associated with SDL and modern teaching methodologies. The completion of all tasks by participants underscores their commitment to professional development and a willingness to adapt to new educational frameworks. This proactive approach to embracing educational innovations within the medical curriculum aims to improve teaching effectiveness and student learning outcomes. Ultimately, the involvement of these faculty members sets a positive precedent for future initiatives aimed at enhancing medical education practices. Analysis of the reflections of the participants is shown in Table IV.
What happened? | So, what? | What next? |
---|---|---|
Introduction of CBME curriculum: The module was introduced by an overview of competency-based medical education (CBME), unveiling innovative methodologies for teaching, learning and evaluation, expanding the horizons of medical education. | Positive learning experience: The month provided participants with a valuable and positive learning experience. Participants gained a comprehensive overview of the implementation and structure of self-directed learning (SDL). | Deployment amongst students: The immediate next step is to implement the SDL process amongst students. The focus lies in creating effective and engaging SDL sessions to empower students to become self-directed learners. Exploring research avenues: To deepen understanding and contribute to the field, undertaking research work on the subject appears vital. |
Novel concepts introduced: The CBME curriculum unveiled numerous innovative approaches, such as the foundation course; early clinical exposure; and SDL, in the domain of medical education to provide a comprehensive and dynamic approach. | Comprehensive understanding of SDL concepts: Participants learned the construction of SDL sessions, delving into the process of selecting appropriate goals, conducting needs assessments, allocating resources, monitoring and evaluating sessions. The stakeholders acquired essential skills for fostering effective SDL amongst students. | Supporting colleagues: Collaborative efforts will be made to assist and guide colleagues in adapting to the new teaching–learning methods. Sharing insights and experiences aims to enhance the undergraduate education process collectively. |
Online instruction of SDL: Through online materials and assigned tasks, various facets of SDL were covered. The focus was on inducing immersion in the learners concerning SDL, leading to motivation and active engagement with the provided materials. The facilitators played a crucial role in maintaining the momentum and ensuring a continuous learning process. | Preparing for future SDL sessions: The knowledge and expertise gained will be instrumental in future SDL sessions with students. The insights gained into setting goals, needs assessment, resource allocation and evaluation will contribute to creating more effective and customised SDL experiences for students. | Collaborating to continuously improve: As a team, a commitment to improving the overall undergraduate education process exists. |
Endeavours directed towards stimulating participants: With a sense of motivation in mind, facilitators put forth tremendous effort to keep everyone actively involved in the learning process. The month-long process required a collective commitment to learning. | Recognition of learning gaps: Acknowledging the importance of reassessing learning strategies was a key takeaway. This insight suggests a commitment to continuous improvement and adaptability in future SDL sessions. | Empowering continuous learning: The overarching objective is to equip students with the skills and mindset to become lifelong learners. By implementing SDL and supporting colleagues, the team seeks to create an educational environment that fosters continuous learning and adaptability amongst students. |
Role of artificial intelligence, virtual reality and augmented reality
The future of SDL in medical undergraduate and postgraduate education holds exhilarating possibilities, mainly through the integration of artificial intelligence, virtual reality and augmented reality.
The feedback from different learners suggests that the SDL module was a positive and enriching experience for them. The learners appreciated the guidance and support provided by the facilitator and the co-learners, which motivated them to actively participate in all engaging activities. The learners’ commitment to applying SDL in their teaching methodologies and research work demonstrates their dedication to continuously improving their skills and adapting to new teaching methods.
Faculty members were motivated to apply their acquired skills (Table V) and programme evaluation was satisfactory (Table VI).
Motivation scale question | Mean score |
---|---|
‘Doing well on this module was important to me’ | 4.48 (Importance) |
‘I engaged in good effort throughout this module’ | 4.24 (Effort) |
‘I am not curious about how I did on this module relative to others’ | 2.67 (Reverse, Importance) |
‘I am not concerned about the score I received on this module’ | 1.98 (Reverse, Importance) |
‘This was an important module for me’ | 4.55 (Importance) |
‘I gave my best effort on this module’ | 4.14 (Effort) |
‘While taking this module, I could have worked harder on it’ | 2.05 (Reverse, Effort) |
‘I would like to know how well I did on this module’ | 4.05 (Importance) |
‘I did not give this module my full attention while completing it’. | 2.52 (Reverse, Effort) |
‘While taking this module, I was able to persist in the completion of the tasks’ | 4.07 (Effort) |
Higher scores in non-reverse items are indicative of greater self-reports of motivation
Programme evaluation question | Average score |
---|---|
How relevant did you find the training to your jobs | 4.5 |
How engaging did you find the training | 4.2 |
How satisfied you are with what you learned | 4.6 |
Whether you would recommend the training to a colleague | 4.3 |
Whether you are confident that you can use SDL sessions in your departments | 4.4 |
Whether faculty training is important in medical education | 4.41 |
Whether you would like to participate in similar online training programmes in the future | 5 |
SDL self-directed learning
DISCUSSION
There is an enormous increase in medical colleges in India. The availability of trained teachers is one of the greatest challenges that have made improvement in the quality of medical education in India difficult. The importance of FD in enhancing educational ability has gained considerable attention. Faculty members who participate in faculty development programmes (FDPs) learn more about their professional obligations. To support health professionals’ training in educational science and technology, including planning and research for education, the WHO helped the Ministry of Health and Family Welfare, Government of India, establish the National Teacher Training Centre, JIPMER, Puducherry, in 1975, the first centre of its kind.23
Medical education worldwide plays a major role in shaping the future of healthcare. Given how quickly the medical field is changing, it is critical to make sure that faculty members have the abilities and information needed to properly instruct the upcoming generation of physicians. FDPs serve as a cornerstone in enhancing the teaching capabilities, research acumen and professional development of medical educators. We implemented a FDP online on SDL in our institution.15–23 Forty-two faculty members participated in the programme and received hands-on training along with peer support and facilitator input. The learners were satisfied with their learning experiences and motivated to implement SDL sessions in their departments. In the present FDP, participants acquired skills for developing SDL modules, assessment tools and techniques for motivating students to pursue SDL.
Previous studies confirm the usefulness of our approach. Alsagheer et al.24 examined the effects of 4 active learning-based techniques on 3 undergraduate programmes in medicine and healthcare, with a focus on FD. The FDP was assessed using the first 3 levels of Kirkpatrick’s Model once it was put into practice. The faculty’s assessment of their training needs served as the foundation for the programme’s creation. The evaluation’s reaction, learning, behaviour and action results, which were based on the Kirkpatrick model, were instructive. The faculty response rate was 100%. According to Kirkpatrick First Level data, 91% of faculty members were generally satisfied with their development activities (p<0.05). Knowledge transmission and acquisition were guaranteed in the workplace.
Our study provided useful information regarding the effects of FDPs on faculty members from several perspectives. It provides credence to the positive impacts of the FDP on student satisfaction with active learning-based instruction, faculty performance and the effectiveness of their instruction. In the present study, programme evaluation was done using Kirkpatrick Level 1 due to time constraint and lack of longitudinal follow-up.
The work profile of a medical teacher is quite difficult since they are responsible for transforming a group of recently recruited medical hopefuls into qualified healthcare providers. Shrivastava et al.25 determined the difficulties faculty members have when teaching medicine and to find how teachers felt medical education workshops helped to overcome these difficulties. Over 9 months, a mixed methods study was done amongst the faculty members of a tertiary teaching medical college and hospital located in Chingalpet district of Tamil Nadu. Using the universal sample method, an online semi-structured questionnaire was distributed to all faculty members for completion in the first phase.
Purposive sampling was used in the second phase, and focus group discussion (FGD) guides were used to interview all teachers who had attended any medical education workshop and had at least 3 years of teaching experience. While manual content analysis was used to examine the qualitative data, descriptive statistics were used to assess the quantitative data. 149 faculty members completed the online questionnaire during the quantitative phase; of them, the majority (52.3%) were female and 63.1% belonged to the clinical departments. Two themes were identified as a consequence of the FGD’s manual thematic content analysis (challenges and utility of workshops).
The theme of difficulties comprised three categories: Faculty, students and administration. On the other hand, the workshop’s utility theme featured two categories: Skill improvement and future proposals. The department’s lack of collaboration, the assignment of several tasks to one individual and the scarcity of clinical materials during Covid-19 were noted as the primary obstacles to teaching and learning. The introduction of innovations, enhancement of faculty performance and improvement of knowledge in a variety of teaching and evaluation areas are all made possible by the medical education workshops.
The relationship between professional performance and FDPs is heavily influenced by faculty motivation. Enhancing the quality of instruction, retention rates and institutional reputation requires an understanding of and commitment to supporting faculty motivation. Professional growth, acknowledgement, autonomy, teamwork, resources and a happy work atmosphere are all important components of FDP. In a study conducted by Iqbal et al.,26 objectives were to determine the variables that can help organizations improve their educational offerings and outcomes. Over the course of a month, medical professors who took part in the FDP programme were the subjects of this cross-sectional descriptive survey. Consent was sought, and non-probability sampling was used to collect data. There were 140 faculty members in the target population. The information was gathered using online surveys. The multiple-dimensional questionnaire demonstrated satisfactory reliability (Cronbach’s alpha=0.893). The data analysis revealed that faculty members agree that FDPs have an immensely positive effect on the performance of faculty members. Responses varied somewhat, and a moderate degree of job satisfaction was indicated. The research highlights the significance of tackling differences in training viewpoints, enhancing job contentment and putting into practice efficient retention tactics. Employers can improve overall employee satisfaction and retention rates by concentrating on these areas. Enhancing teaching standards, competencies, emotional regulation and academic/administrative responsibilities were all considered advantages of FDPs. The results offer insightful information on the perceived advantages of FDPs in many areas of FD. In the present study also, the FDP which was conducted over a month increased the motivation of the learners. This module was conducted online and required no financial support. Hence, implementing such modules in government medical colleges, where there are financial and time constraints, may be an effective solution for FD.
According to a study done in 2024 by Sriraja et al.,27 SDL is advantageous for medical undergraduates. By providing faculty members with adequate training on SDL implementation and helping students with time management and planning, SDL can play a significant role in enhancing the calibre of medical education and promoting lifelong learning amongst aspiring medical professionals. With a median score of 76, the majority of the learners in the study (61%) showed a high degree of SDL ability. While planning and execution were difficult for the students, they showed significant learning enthusiasm (mean score 4.11). The learners had strong interpersonal communication and self-monitoring abilities. The study demonstrated the importance of faculty training for the successful implementation of SDL. In our study, we trained faculty members in 1 month and they were satisfied with the learning experience and were motivated to implement SDL sessions in their department for the benefit of the learners. Based on the analyses of feedback from participants, 30 responses have highlighted the complexity of SDL and the need for facilitators to clarify doubts and acquire the necessary skills to effectively implement SDL in teaching practices. Workshops are our plans to provide hands-on training that would enable the development of effective SDL modules, especially since this module has not been administered to the students and evaluated for its effectiveness amongst the students.
Conclusion
The present FDP conducted online focused on SDL providing educators with essential tools and strategies to foster SDL amongst medical students. The programme encompassed various elements, including peer review, hands-on training sessions and collaborative learning, aimed at enhancing faculty members’ understanding of SDL principles and their practical implementation in medical curricula. The combination of intrinsic and extrinsic motivators, coupled with a well-designed FDP, contributed to the success of the initiative in promoting SDL in medical education.
Conflicts of interest
None declared
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