SDL is implemented through two main categories: theoretical (knowledge-focused) and practical (hands-on procedural) approaches¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review identifies two main SDL categories — theoretical (tested via formative/summative assessments) and practical (hands-on procedures and skills) — with varied formats including case-based learning, problem-based learning, e-learning modules, and simulation. → Aulakh Jasmine 2025

Evidence¶

Aulakh Jasmine 2025¶

Aulakh Jasmine, Wahab Hana, Richards Christine, Bidaisee Satesh, Ramdass Prakash V. A. K. (2025). Self-directed learning versus traditional didactic learning in undergraduate medical education: a systemic review and meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-024-06449-0

q2 · i? · quant-synthesis · r2

Descriptive taxonomy from the review's Results section: "two main categories of Self-Directed learning (SDL) were identified: [1] theoretical... and [2] practical", spanning formats such as case-based learning, e-learning modules, and simulation-based training.

"two main categories of Self-Directed learning (SDL) were identified: [1] theoretical, whereby students gained knowledge on various subjects and were then tested on formative and summative assessments; and [2] practical, whereby students engaged in hand-on experience by performing various procedures or exhibiting certain skills."

Discussion¶

Related Claims¶

• Curricular elements such as learning activities and opportunities are associated with improving the student learning experience in SDL — related
• Self-directed learning yields higher mean exam scores than traditional didactic learning in undergraduate medical education — related
• Across the reviewed studies, simulation-based interventions consistently improved paediatric undergraduate learning outcomes, including clinical reasoning, procedural skills and confidence — related
• Analysis of 52 higher-education assessment plans found outcome-based orientation dominant, with dynamic elements subsumed under summative scoring — related
• Formative assessment practices coherent with OpenSciEd are constrained by grading expectations misaligned with formative goals and by the time cost of evaluating and giving feedback on three-dimensional tasks. — related