Student use of self-directed learning time in an undergraduate medical curriculum

Abstract

Introduction: In 2010, Dalhousie University implemented a new MD curriculum, placing an emphasis on self-directed learning (SDL) time. This study sought to understand how students use this time and whether they would benefit from more structure during SDL. We hypothesized that students spend significant amounts of SDL time on non- academic activities and would prefer to have more specific guidance and tasks.

Methods: Pre-clerkship medical students at Dalhousie (n=223) were sent an online survey consisting of 18 questions using a combination of Likert scales, and text boxes for qualitative responses. Chi-square analysis was performed for each survey question.

Results: Eighty-five percent (n=93) of medical students responded that time scheduled for SDL was sufficient (p<0.001) and 67% (n=73) responded that they would benefit from more specific guidance and tasks during SDL time (p<0.001). Forty-five percent responded that they “rarely” spent SDL time on non-academic activities (n=49), however only 14% (n=15) responded “most of the time” (p<0.001).

Conclusion: The majority of respondents used SDL time for academic activities but felt they would benefit from more specific guidance and tasks. This is inconsistent with our hypothesis that students are spending significant amounts of SDL time on non-academic activities, but supports our hypothesis that students would prefer more structure.