The role of a specific module for motivating medical educators towards self-directed learning in medical education: A qualitative study

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.