Self-directed Learning for Medical Educators: Innovative Training Experience

Abstract Self-directed learning (SDL) empowers medical students to take charge of their learning, fostering critical thinking and keeping them current with medical advancements. Teachers play a crucial role in fostering SDL. Hence, it is crucial to equip medical educators with skills and knowledge to facilitate SDL. Methodology: This was a quasi-experimental study conducted at a tertiary medical institute in North India. An SDL Training of Trainers (TOTs) workshop was conducted to empower participants to learn and apply SDL principles and practices in their teaching. This workshop uniquely employed SDL strategies to train educators via experiential learning. Participants’ knowledge and satisfaction level were assessed using pre- and posttests and feedback, respectively. Results: Twenty-six participants, comprising faculty and senior residents, participated in workshop. Mean posttest scores of 13.5 (91%) were high as compared to mean pretest scores of 8.68 (58%). The absolute gain in knowledge (G0) was 33%, the relative gain (G1) was 76%, and the weighted gain (G3) was 50.90%. Participants reported high satisfaction with content and teaching methods used. About 70% of them responded that hands-on activities provided valuable insight and fostered intellectual engagement. Conclusion: TOT SDL workshop was effective in improving knowledge of participants. Positive feedback and substantial learning gains underscore the efficacy of interactive teaching methods. SDL-driven strategy is a suitable TOT method to empower the principles and practice of SDL for inculcating SDL skills among their learners.