Physicians engage in SDL programs more when they perceive the content as useful and relevant to their clinical practice¶
Claim · All claims
Evidence · 1 study · reviewr2·q3
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Perception of SDL program content was the factor most often reported in the beliefs about consequences domain, both as facilitator (perceived usefulness/relevance) and barrier (perceived irrelevance). → Dahn J 2018
Evidence¶
Dahn J 2018¶
Dahn J, Presseau J, ElChamaa R, Naumann DN, Mascaro C, Luconi F, Smith KM, Kitto S. (2018). Barriers and Facilitators to Self-Directed Learning in Continuing Professional Development for Physicians in Canada: A Scoping Review. Academic Medicine. https://doi.org/10.1097/ACM.0000000000002237
q3 · i? · review · r2
Review synthesis attributing this pattern to cited source studies (refs 22–26, 32); the review also reports that SDL activities demonstrating improved medical practice encouraged physician engagement.
"Physicians were more favorable toward the SDL program if they perceived the content to be useful and relevant to their clinical practice,22,26,32 but they were less likely to engage in the SDL program if they judged the content to be irrelevant to them.23,25"
Discussion¶
Learner Variables¶
- Domain Context — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Fear of appearing incompetent acts as both a barrier and a facilitator to physicians' engagement in feedback-related SDL — related
- Most SDL-in-CPD behavior-change factors fall in four TDF domains: environmental context and resources, social influences, beliefs about consequences, and behavioral regulation — a broader claim this one bears on
- Students were more engaged in SDL when it was an assessed activity with anticipated outcomes and relevance to their future profession — related
- Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — related
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