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Year : 2022  |  Volume : 49  |  Issue : 1  |  Page : 3-5

Strengthening the process of self-directed learning in medical education by targeting teachers and students


1 Medical Education Unit Coordinator and Member of the Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India

Correspondence Address:
Saurabh RamBihariLal Shrivastava
Professor, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth (SBV) – Deemed to be University, Thiruporur - Guduvancherry Main Road, Ammapettai, Nellikuppam, Chengalpet District - 603108, Tamil Nadu
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jss.jss_148_21

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The range of knowledge and skills expected of a medical student upon completion of their course is vast. There is an immense need to encourage self-directed learning (SDL) among medical students, which in turn will help the medical institutions to attain the core competency of transforming students into lifelong learners. Medical teachers have to play crucial roles and they should be looked upon as one of the sources for skills and not a source of content. The success of SDL depends upon the extent of involvement of the students in the entire process and this has to begin with, being aware of SDL, accepting the fact that SDL is the way to go into the field of medical education and to enable practicing of evidence-based medicine. To conclude, SDL is an effective and vital strategy to expedite learning among medical students. The need of the hour is to give SDL adequate importance and the success of the initiative will eventually depend on the facilitation role of the teacher and the active engagement of the student.


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