Evaluation of Self-Directed Learning Activities at King Abdulaziz University: A Qualitative Study of Faculty Perceptions
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Purpose
Doctors are expected to be lifelong learners and engage in continuous professional development throughout their careers. Learning to be a self-directed learner as early as possible is therefore likely to lay the foundation for future learning and development. For this reason, Self-Directed Learning (SDL) has recently been incorporated into the internal medicine curriculum at the Faculty of Medicine in Rabigh at King Abdulaziz University, Saudi Arabia. The purpose of this study was to evaluate faculty perceptions of the effectiveness of these SDL activities.
Methods
The evaluation framework for this study was underpinned by Stufflebeam’s Context, Input, Process and Product (CIPP) evaluation model. Seven faculty members took part in semi-structured interviews that explored their understandings of SDL objectives (Context), their perceptions of the methods and resources used (Input), the implementation of SDL activities (Process) and whether they meet their intended educational goals (Product). Interviews were transcribed and analysed using the thematic analysis method.
Results
Four themes emerged from data and were mapped against the elements of CIPP model: these themes are as follows: faculty perception of SDL (context), content and resources (input), facilitation and scheduling (process) and student engagement and assessment (product).
Conclusions
The faculty had different opinions about the objectives and content of SDL sessions; however, they agreed that these are aligned with internal medicine objectives and clinical content. Faculty perceived SDL activities as a reading task for students to complete prior to group discussion. The data revealed the necessity for faculty training to conduct such sessions. Challenges in the learning environment were reported, including issues in the library access and scheduling of the academic activities. Participants reported poor engagement from students to be a particular challenge and have made suggestions on how this could be addressed. In addition, they emphasized the need for assessment for these sessions.
