Background: It is critical that medical students develop self-directed, life-long learning skills to navigate medical school successfully and to become competent healthcare professionals. Moreover, the Liaison Committee on Medical Education (LCME), the USA medical school accrediting body, requires activities designed to help students develop self-directed learning (SDL) skills in the preclinical years.Objective: We evaluated the feasibility and effectiveness of a self-directed learning activity in a 6-week first-year medical student course.Design: The course director assigned infectious disease case studies to teams of first-year medical students who individually assessed their knowledge gaps of the case, identified scholarly sources to fill their knowledge gaps, shared the information with their teammates, and reflected on their ability to guide their own learning. Students were asked to rate workload, team effort, acquisition of new clinical knowledge, and life-long learning skills. Students were also asked to reflect on how this assignment affected their perception of their SDL skills. Descriptive statistics were used to analyze responses to the Likert scale questions. Thematic analysis was applied to the comments.Results: Survey response rate was 80% (131/163). Students strongly or moderately agreed that 1) they spent an appropriate amount of time on the project (94%), 2) the workload was evenly distributed among their teammates (95%), 3) their teammates made significant and timely contributions to the project (97%), 4) the project contributed to learning new clinical knowledge (92%), and 5) the project contributed to the acquisition of life-long learning skills (85%). The analysis team identified four themes from student reflections on their perception of their self-directed learning skills: self-learning skills, collaboration, application, and meta-cognition,Conclusions: Study results demonstrated that we successfully implemented a case-based SDL activity in a first-year medical school course and that students perceived the activity as a valuable learning experience.

中文翻译：

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对一年级医学生的自我指导学习活动的实施和评估。

背景：至关重要的是，医学生必须培养自我指导的，终生的学习技能，以成功地在医学院学习并成为合格的医疗保健专业人员。此外，美国医学院校认证机构医学教育联络委员会（LCME）要求开展旨在帮助学生在临床前几年发展自主学习（SDL）技能的活动。目的：我们评估了自我教育的可行性和有效性在为期6周的一年级医学生课程中进行定向学习活动设计：课程负责人将传染病案例研究分配给了一年级医学生团队，这些团队分别评估了他们在案例方面的知识差距，确定了学术资源来填补他们的知识差距，与队友共享信息，并反思他们指导自己学习的能力。要求学生对工作量，团队努力，获得新的临床知识和终身学习技能进行评分。还要求学生反思这项作业如何影响他们对SDL技能的看法。描述性统计数据用于分析对李克特量表问题的回答。结果采用了主题分析法。结果：调查回复率为80％（131/163）。学生强烈或中度同意1）他们在项目上花费了适当的时间（94％），2）工作量在队友之间平均分配（95％），3）他们的队友为项目做出了重大及时的贡献（97％），4）该项目有助于学习新的临床知识（92％），5）该项目有助于终身学习技能的获得（85％）。分析小组从学生对自我导向学习技能的看法中确定了四个主题：自我学习技能，协作，应用程序和元认知。结论：研究结果表明，我们成功地实施了基于案例的SDL活动一年级医学院课程，学生认为这项活动是宝贵的学习经验。