현대 의학교육 문헌에서 SDL의 정의와 목표 (Ann Acad Med Singapore, 2005)

현대 의학교육 문헌에서 SDL의 정의와 목표 (Ann Acad Med Singapore, 2005)

Definitions and goals of "self-directed learning" in contemporary medical education literature. 

Ainoda N1, Onishi H, Yasuda Y.

SDL의 역사와 정의

The history of SDL can be said to date back to the ancient Greek philosophers. 2 Studies on SDL have developed along 2 pathways, SDL as a goal and SDL as a method with several theoretical approaches. 3,4 These pathways involve an understanding of the attributes associated with self-direction and an understanding of the process of self- direction. The term “self-direction” or “self-directedness” has also been discussed – Candy5 described self-directedness in SDL in 4 dimensions, involving personal autonomy, self-management, learner control and the independent pursuit of learning. He also extracted approximately 100 traits associated with self-direction in the literature review.4"

왜 SDL에 대한 정의를 내린 문헌이 이렇게 적을까? 세 가지 가능한 이유. 

Why is SDL defined so scarcely? There are 3 possible reasons. 

의학교육자들이 필요하다고 생각하지 않아서. 그러나 다양한 접근법이 있고, 다양한 접근법에서 SDL에 대한 다양한 관점이 생길 수 있다. 따라서 SDL에 대해 효과적으로 토론하기 위해서, 그리고 다른 사람의 접근법과의 차이나 공통점을 알기 위해서는 이론에 관심을 기울일 필요가 있다.

Firstly, medical educators might simply believe in presenting a concept without necessarily referring to educational theories. SDL has been studied with different approaches, including cognitive/constructivist, social learning, and humanist approaches."

This conceptual difference may result in diverse views of SDL. It is, therefore, important to pay attention to the theoretical background in order to discuss SDL effectively, and to understand others’ differences or sameness of views."

둘째로 SDL을 단순한 기술로 보고 있을 수 있다.

Secondly, researchers may regard SDL as simple skills, e.g., learning skills, data searching skills, critical appraisal skills, or knowledge application skills of evidence to the real setting."

셋째로 SDL을 학습자의 어떤 특질로 볼 수도 있다. 

Thirdly, SDL is sometimes viewed as an attribute of the learner’s own characteristics. This tendency is historically understandable, because the first study of SDL involved the categorical analysis of interviews with 22 adult learners in 1961. 2 Since then personal elements and assessment tools have been developed, including the frequently used Self-Directed Learning Readiness Scale (SDLRS).2"

두 가지 중요한 차원이 있고, 하나는 scientific-technical, 다른 하나는 socio-emotional이다. 이 프레임워크에 기반하면 약 절반정도는 S-T dimension에 대해서만 specify했고, 10% 이하는 S-E dimension에 대해서만 그렇게 했다.

From the viewpoint of physicians’ behaviour for patient welfare, 2 crucial dimensions, scientific-technical and socio- emotional, are emphasised.7 Using this concept as a categorical framework, about half of published articles specified SDL only for the scientific-technical dimension, while less than 10% did so only for the socio-emotional dimension."

여기에 대한 한 가지 이유는, 교육자들이 SDL을 촉진하고자 할 때 ST dimension에 대해서 더 명확한 생각을 가지고 있기 때문이다. 만약 환자중심적 치료와 환자의 복지를 고려한다면 SDL의 목표를 SE dimension으로 생각하는 것이 더 강조되어야 한다. 그러나 SDL의 관점에서 보면, 이 경우에 학생들은 목표를 설정하고, 어떻게 무엇을 배우고, 어떻게 향상을 평가해야할지 더 어렵게 느낄 것이다. 

그렇다면 SDL을 SE 측면에서 활용하는 것이 가능할까? 우리는 가능하다고 생각한다. 읽기와 쓰기 등을 활용해서 인문학을 교육할 수 있다. 환자의 관점의 중요성에 대한 교육을 실습기간에 단기간 시행해서 효과를 본 연구도 있다. 가장 어려운 지점은 어떻게 학생들이 읽기와 쓰기 외에 다른 여러 전략을 활용해서 SE 측면을 학습하는가를 이해하는 것이다.

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Ann Acad Med Singapore. 2005 Sep;34(8):515-9.

Definitions and goals of "self-directed learning" in contemporary medical education literature.

Ainoda N1, Onishi H, Yasuda Y.

Author information

• 1Department of Medical Education, Kanazawa Medical University, 1-1 Daigaku, Uchinada, Kahoku-gun, Ishikawa 920-0293, Japan.

Abstract

INTRODUCTION:

Self-directed learning (SDL) has been an essential issue in medical education due to the expansion of knowledge, accessibility to information and greater emphasis on reflection. If SDL in educational research lacks a clear definition, terminological confusion may hinder the application of the results to practice. The aim of this study was to review and categorise the various forms of SDL described in the contemporary literature.

METHODS:

A search of Medline was conducted using the key word "self-directed learning". Articles published between 2000 and 2004 were extracted. Review articles, letters and articles from health profession education other than medical education, were excluded. Sixty-three articles were analysed in 2 stages: first, whether the definition of SDL is explicitly described was investigated and next, contents in the articles on SDL were qualitatively analysed using a framework approach. The concept of a compassionate-empathic physician, as developed by Carmel and Glick (1996), was used as the framework.

RESULTS:

Only 5 articles (8.0%) had an explicit and concrete definition of SDL. Content analysis showed that 26 (50.0%) of the 52 articles dealt with SDL only in the scientific-technical dimension, 3 (5.8%) dealt with that only in the socio-emotional dimension and 23 (44.2%) did so in both dimensions.

CONCLUSION:

Although many researchers use the term "self-directed learning", only a few clearly defined it to avoid semantic confusion. Scientific-technical goals tended to be discussed more frequently in SDL. From a patient-centred viewpoint, socio-emotional goals should be stressed more.

PMID:

 

16205831

 

[PubMed - indexed for MEDLINE] 

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