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Objectives <p>To assess the opportunities and limitations of self-directed learning (SDL) among pediatric postgraduate trainees.</p> Methods <p>A semi-structured anonymized questionnaire was administered to pediatric postgraduate trainees to assess their readiness towards SDL, current practices, opportunities and limitations of SDL. Closed ended questions were scored using a five-point Likert scale. Thematic analysis of responses was conducted followed by focus-group discussion to ascertain the barriers and enablers of SDL.</p> Results <p>One hundred ten trainees responded; majority (67.7%) were aged 26–30&#xa0;years. The median (IQR) scores for different components of SDL were- identifying own learning needs 4 (3.5, 4), formulating own learning goals 4 (3, 4), identifying learning resources 3 (3, 4), choosing and implementing learning strategy 3 (2, 4), evaluating learning outcomes 3 (2, 4), and willingness to drive one’s own learning 3.5 (3, 4). The majority (95%) used online resources for knowledge domain; 64.5% (71/110) practiced peer-assisted learning. The skill training was chiefly through simulation and hands-on experience (97%). Lack of time was the commonest limitation reported by 75% students.</p> Conclusions <p>The SDL practice was not forthcoming among pediatric postgraduates.</p>

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Perception of Pediatric Resident Physicians on Self-Directed Learning: A Multi-institutional Survey

  • 期刊论文

  • 发表日期：

    2025年4月9日

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  • Ayesha Ahmad,
  • Bhavna Dhingra,
  • Kunal Kumar,
  • Jaya Shankar Kaushik,
  • Aashima Dabas,
  • Devendra Mishra

摘要

Objectives

To assess the opportunities and limitations of self-directed learning (SDL) among pediatric postgraduate trainees.

Methods

A semi-structured anonymized questionnaire was administered to pediatric postgraduate trainees to assess their readiness towards SDL, current practices, opportunities and limitations of SDL. Closed ended questions were scored using a five-point Likert scale. Thematic analysis of responses was conducted followed by focus-group discussion to ascertain the barriers and enablers of SDL.

Results

One hundred ten trainees responded; majority (67.7%) were aged 26–30 years. The median (IQR) scores for different components of SDL were- identifying own learning needs 4 (3.5, 4), formulating own learning goals 4 (3, 4), identifying learning resources 3 (3, 4), choosing and implementing learning strategy 3 (2, 4), evaluating learning outcomes 3 (2, 4), and willingness to drive one’s own learning 3.5 (3, 4). The majority (95%) used online resources for knowledge domain; 64.5% (71/110) practiced peer-assisted learning. The skill training was chiefly through simulation and hands-on experience (97%). Lack of time was the commonest limitation reported by 75% students.

Conclusions

The SDL practice was not forthcoming among pediatric postgraduates.