Theory is needed to improve education, assessment and policy in self-directed learning.

摘要

Recent studies suggest that a theoretical model unique to self-directed learning (SDL) would help in making sense of confusing or overlapping concepts often used to guide teaching, learning and policy in the health professions. For example, Hojat et al. originators of the Jefferson Scale of Physician Lifelong Learning (JeffSPLL), an instrument validated in use with practising doctors and with undergraduate medical students, indicate that lifelong learning and SDL share key concepts, including self-initiated learning behaviours, information-seeking skills and the ability to recognise one's own learning needs. Regulatory bodies in Canada and the USA already require evidence of lifelong learning and self-assessment for ongoing certification of doctor performance, and European agencies are working to resolve variations in systems of appraisal, assessment and continuing professional development to inform good medical practice and to enable the free circulation of doctors among countries of the European Union.