Educators should provide clear instructions and avoid limiting student discussion to promote SDL¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The review recommends that educators provide clear instructions regarding the learning activity for the promotion of SDL, and that educators should not limit students' discussion by interrupting or providing teaching. This strategy is drawn from the educator influence theme, citing Leatemia et al. (2016) and Jouhari et al. (2015).

Design Implications¶

Context¶

Requirements¶

• Educators must be familiar with the concept of SDL and have the tools required to employ self-directed learning strategies

Constraints¶

Target Learners¶

• undergraduate clinical science students

Target Learning Goals¶

• self-directed learning

Claims¶

• Educator influence through motivating, mentorship, evaluation and feedback supports student SDL development [+W]
• Curricular elements such as learning activities and opportunities are associated with improving the student learning experience in SDL [+W]

Related Strategies¶

• Healthcare institutions should prioritize SDL-friendly environments including protected learning time, access to digital tools, and mentorship programs

Examples¶

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Key Sources¶

• Ashleigh Finn, Caitlin Fitzgibbon, Natalie Fonda, Cameron M Gosling. (2025). Self-directed learning and the student learning experience in undergraduate clinical science programs: a scoping review. Advances in Health Sciences Education. https://doi.org/10.1007/s10459-024-10383-7