Medical Professionals Require Curricula Support to Overcome Their Reluctance to Embrace Self-Directed Learning in Response to COVID-19
As a result of the 12 March 2020 lockdown of academic institutions in response to COVID-19, overnight, self-directed learning via online platforms became indispensable for all medical professionals. The curricula of medical professionals and research regarding adult learning recommend self-directed...
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| Format: | Article |
| Language: | English |
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MDPI AG
2021-01-01
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| Series: | Medical Sciences Forum |
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| Online Access: | https://www.mdpi.com/2673-9992/4/1/20 |
| _version_ | 1827736219595833344 |
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| author | Carol Nash |
| author_facet | Carol Nash |
| author_sort | Carol Nash |
| collection | DOAJ |
| description | As a result of the 12 March 2020 lockdown of academic institutions in response to COVID-19, overnight, self-directed learning via online platforms became indispensable for all medical professionals. The curricula of medical professionals and research regarding adult learning recommend self-directed learning as the preferred method of learning. Yet medical professionals, especially medical students, have been reluctant to embrace self-directed learning for various reasons. Those who do adopt self-directed learning willingly have been found to have a passion for learning as well as a higher grade point average (GPA). One method for encouraging self-directed learning in medical professionals is the multi-disciplinary, online University of Toronto Health Narratives Research Group. The limitations regarding medical learning resulting from COVID-19 show no sign of abating. Therefore, medical professionals, especially medical students, would do well to participate in multi-disciplinary groups like the Health Narratives Research Group to encourage and enrich their ability to self-direct their learning. Furthermore, the curricula of medical programs should support their efforts to do so through providing opportunities to engage in such multi-disciplinary narrative research groups. |
| first_indexed | 2024-03-11T02:06:39Z |
| format | Article |
| id | doaj.art-d1991dc424844055abcfb1cb8b46f845 |
| institution | Directory Open Access Journal |
| issn | 2673-9992 |
| language | English |
| last_indexed | 2024-03-11T02:06:39Z |
| publishDate | 2021-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Medical Sciences Forum |
| spelling | doaj.art-d1991dc424844055abcfb1cb8b46f8452023-11-18T11:52:11ZengMDPI AGMedical Sciences Forum2673-99922021-01-01412010.3390/ECERPH-3-08986Medical Professionals Require Curricula Support to Overcome Their Reluctance to Embrace Self-Directed Learning in Response to COVID-19Carol Nash0History of Medicine Program, Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto, Toronto, ON M5S 1A1, CanadaAs a result of the 12 March 2020 lockdown of academic institutions in response to COVID-19, overnight, self-directed learning via online platforms became indispensable for all medical professionals. The curricula of medical professionals and research regarding adult learning recommend self-directed learning as the preferred method of learning. Yet medical professionals, especially medical students, have been reluctant to embrace self-directed learning for various reasons. Those who do adopt self-directed learning willingly have been found to have a passion for learning as well as a higher grade point average (GPA). One method for encouraging self-directed learning in medical professionals is the multi-disciplinary, online University of Toronto Health Narratives Research Group. The limitations regarding medical learning resulting from COVID-19 show no sign of abating. Therefore, medical professionals, especially medical students, would do well to participate in multi-disciplinary groups like the Health Narratives Research Group to encourage and enrich their ability to self-direct their learning. Furthermore, the curricula of medical programs should support their efforts to do so through providing opportunities to engage in such multi-disciplinary narrative research groups.https://www.mdpi.com/2673-9992/4/1/20COVID-19lockdownself-directed learningmedical professionalsmedical studentscurricula |
| spellingShingle | Carol Nash Medical Professionals Require Curricula Support to Overcome Their Reluctance to Embrace Self-Directed Learning in Response to COVID-19 Medical Sciences Forum COVID-19 lockdown self-directed learning medical professionals medical students curricula |
| title | Medical Professionals Require Curricula Support to Overcome Their Reluctance to Embrace Self-Directed Learning in Response to COVID-19 |
| title_full | Medical Professionals Require Curricula Support to Overcome Their Reluctance to Embrace Self-Directed Learning in Response to COVID-19 |
| title_fullStr | Medical Professionals Require Curricula Support to Overcome Their Reluctance to Embrace Self-Directed Learning in Response to COVID-19 |
| title_full_unstemmed | Medical Professionals Require Curricula Support to Overcome Their Reluctance to Embrace Self-Directed Learning in Response to COVID-19 |
| title_short | Medical Professionals Require Curricula Support to Overcome Their Reluctance to Embrace Self-Directed Learning in Response to COVID-19 |
| title_sort | medical professionals require curricula support to overcome their reluctance to embrace self directed learning in response to covid 19 |
| topic | COVID-19 lockdown self-directed learning medical professionals medical students curricula |
| url | https://www.mdpi.com/2673-9992/4/1/20 |
| work_keys_str_mv | AT carolnash medicalprofessionalsrequirecurriculasupporttoovercometheirreluctancetoembraceselfdirectedlearninginresponsetocovid19 |