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Lifelong learning is referred to as learning practiced by the individual for the whole life, is flexible, and is accessible at all times. Medical Council of India has included lifelong learning as a competency in its new regulations for graduate medical training. Acquisition of metacognitive skills, self-directed learning, self-monitoring, and refl...
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Context 1
... treatment protocols, and information on updated reference-ranges is a precondition for making successful and immediate diagnostic and treatment decisions [28]. Instructional strategies that profess to foster lifelong learning behaviors by involving students in self-directed, self-assessed, problem-oriented learning experiences are outlined in Fig. ...
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Introduction:
Training emergency care skills is critical for patient safety but cost intensive. Serious games have been proposed as an engaging self-directed learning tool for complex skills. The objective of this study was to compare the cognitive skills and motivation of medical residents who only used a course manual as preparation for classroo...
Citations
... After the Vision 2015 of Medical Council of India, medical education has shifted from a traditional objective-based curriculum to competency-based curriculum. 1 The essential skills required for competency-based medical education (CBME) are self-directed and lifelong learning. 2 Flipped classroom is one such innovative teaching-learning method which can develop the habit of self-directed learning among medical students. ...
Background: Flipped classroom is a novel teaching-learning method which is more learner-centered. Here there is active involvement by students and more teacher-student interaction. Aims and Objectives: The study intends to compare the learning outcome of the flipped classroom method and interactive lectures among medical undergraduates and to determine the students’ perception of flipped classroom method. Materials and Methods: This was a non-randomized interventional study conducted in the Department of Obstetrics and Gynecology. Thirty-one students were exposed to flipped classrooms and 31 students to interactive lectures. Both the groups were assessed by a multiple choice question-based pre-test and post-test using the same questionnaire. At the end of 1 month after the intervention, another test was conducted to assess their retention of knowledge. The students’ perception of the flipped classroom was collected by a preformed validated questionnaire. Results: The average post-test score was higher for flipped classroom group compared to interactive lecture group and was statistically significant. The post-test score after 1 month was also significantly higher in flipped classroom group compared to the interactive lecture group. Majority of the students had strongly positive perception regarding flipped classroom and felt satisfied and motivated with flipped classroom. Conclusion: Based on our study, flipped classroom method is having better learning outcome than interactive lectures in terms of post-test scores as well as knowledge retention test scores after 1 month. Although flipped classroom was a new experience for the students, majority of the students were satisfied and felt more motivated.
... Students are presented with a variety of case formats including paper or video and simulated or real client cases to promote the development of clinical reasoning (VanLeit, 1995). This approach not only offers a reference case but also bridges the gap between theoretical intervention and clinical practice (Kamat et al., 2012;Kaur et al., 2020;Mahajan et al., 2016). Additionally, CBL promotes increased student autonomy and a departure from passive teaching methods, leading to more meaningful and long-term learning experiences (Ghosh, 2007;Kaur et al., 2020;McLean, 2016). ...
Purpose
This study aims to evaluate the usability and effectiveness of a mobile application, ValTO, designed to enhance communication and professional reasoning skills in occupational therapy students through a case-based learning approach.
Design/methodology/approach
A descriptive exploratory study was conducted with 32 second-year occupational therapy students. The usability of the app was assessed using the Mobile Application Rating Scale and the System Usability Scale, complemented by the University of Oviedo’s Learning Satisfaction Survey.
Findings
The majority of students (77.8%) rated the app above average on the System Usability Scale, with 50% scoring it as excellent. Mobile Application Rating Scale scores revealed high ratings across functionality, aesthetics and information quality, with a significant correlation between app usability and user satisfaction. Increased student satisfaction was also observed in the Learning Satisfaction Survey compared to previous years.
Originality/value
ValTO integrates modern mobile health tools into occupational therapy education, enhancing students’ decision-making skills in an innovative, real-world context. This study contributes to the growing body of research on mobile health applications in educational settings, demonstrating their potential to improve both student engagement and learning outcomes.
... This raises questions about the applicability of Hojat et al.'s (2003) definition in different educational contexts, particularly in medical education where the integration of clinical competence and professional demeanor is essential. Lifelong learning facilitates the continual knowledge renewal essential for medical students (Mahajan et al., 2016). Further, research by suggests that individual, educational, and socio-cultural factors critically shape lifelong learning pursuits. ...
The value of lifelong learning is indispensable in the field of medical education. This research aims to explore the factors that influence medical students‘ lifelong learning from the perspective of medical teachers. A total of ten front-line instructors who possessed substantial teaching experience in medical institutions located in Jiangxi Province, China, were chosen for individual semi-structured interviews through the use of purposive sampling. This study is guided by theories of adult learning, and thematic analysis is utilized to deduce the factors impacting medical students' lifelong learning. Identified factors include self-directed learning capabilities, learning habits, the acquisition of knowledge and skills, teachers' clinical experience, clinical practice, interdisciplinary learning, career planning, readiness for professional roles, information literacy, personal needs, and societal needs. Notably, self-directed learning capabilities, information literacy, and personal needs are crucial in influencing the lifelong learning of medical students.
... 15 Case-based training is an effective method for pharmacy students to identify their learning needs, conduct research, and bridge the gap between theoretical knowledge and practical application. 16 Students must, however, undertake simulation-based hands-on training before becoming comfortable with telepharmacy. ...
... Overall, the study highlights the potential of telepharmacy as a viable option for health care delivery. 16,24 ...
... This enduring process encompasses a blend of formal avenues-like conferences and courses-and the less structured terrain of experiential learning, reflection, and collaborative exchanges with peers. Adaptability to evolving healthcare landscapes, technologies, and evidence-driven protocols stands as the hallmark of this lifelong learning ethos, indispensable for healthcare professionals striving for optimal patient outcomes [1][2][3][4][5]. ...
Introduction: Healthcare requires lifelong learning and knowledge improvement. Innovations in technology, especially artificial intelligence (AI), are changing the game and holding the promise of greater accuracy and efficiency. However, privacy and moral issues continue. The combination of AI with lifelong learning is vital because it promotes expertise and flexibility. Research examines healthcare workers' receptivity to AI-integrated lifetime learning and their expectations for successful education. Aim and objectives: This study examines the perspectives of healthcare professionals about continuous learning using artificial intelligence and creates a web-based platform to improve educational opportunities. Method: This qualitative cross-sectional network sampling research investigates 110 health professionals' views on lifelong learning. The study provides a personalised AI-enabled learning platform that emphasises user interaction, democratic decision-making and strategic implementation. The research examines respondents' motives, challenges, and demographic impacts on lifelong learning, providing insights into knowledge generation and preservation in dynamic domains like healthcare and technology. To improve learning, the systematic knowledge assessment platform centralises assessments and provides thorough analytics. The extensive online questionnaire was pilot-tested for validity. Results: Among the 110 people who took part in the poll, a large majority are well aware of the resources available online, 63.63 percent are actively involved in continuing education programs, and 81.81 percent are interested in formalised training. Proving flexibility and a well-rounded strategy for skill development, self-reflection, and self-directed learning in the ever-changing healthcare environment, health experts demonstrate a dedication to continuous learning (90.90%). Conclusion: This study concluded that, in this age of artificial intelligence, it is more crucial than ever for health professionals to engage in lifelong learning as part of their professional growth.
... By fulfilling the role of life long learner, the IMG can always be abreast with current knowledge and skills and as a result, deliver optimum medical care. [17] Only a lifelong learner can lead and guide change to occur in any system. [18] By making the IMG competent in the role of lifelong learner, With the current focus on assessments rather than feedback, the IMG tends to concentrate more on knowledge acquisition rather than attitudinal change leading to an imbalance in knowledge and clinical application. ...
Original Article
Background: Graduate Medical Education Regulations 1997 and “Vision 2015” documents were the steps toward training a skilled and
competent Indian Medical Graduate (IMG). To implement the changes in the curriculum and to achieve the IMG goal, a nation-wide faculty
development program was started by the Medical Council of India in 2009. Even before the introduction of Competency‑Based Medical
Education (CBME) in 2019, the Indian medical curriculum imbibed and trained the Graduates in competencies relevant for an IMG. This
research was to attempt to understand the stakeholder perspective of the contribution of the curriculum in attaining the IMG roles prior to
2019. Methodology: The present multicentric study was carried out among 450 interns belonging to batch 2018 in the state of Maharashtra.
A self‑administrated, online, structured questionnaire containing 27 items based on IMG roles was used as the study instrument. Descriptive
analysis was performed to arrive at the perception of stakeholders. Results: Analysis of self‑rating of the competency for IMG roles showed
a 30.7% for the “leader and as a team member role”. A detailed analysis noted that the majority of the participants lacked confidence in the
role of the “medical expert.” Competency in the psychomotor domain gained maximum self‑rating in comparison to the affective domain. The
overall rating about their undergraduate training toward five IMG roles had an unsatisfactory score of 56.3% for the “lifelong learner” role.
Conclusion: The study highlighted the stakeholder perspective about curriculum equipping them in developing “leader and a team member”
while failing with “lifelong learner” IMG role. The study also emphasized that the attitudinal domain needs addressing by the CBME curriculum.
... clinical element into pharmacology teaching could promote easy comprehension (Lau, 2004;Gupta et al., 2014). Hence, PBL&CBL enhances the students' ability to analyze and learn the application of the pharmacology knowledge and can reflect on the educational experience gained through the cases/problems (Ghosh, 2007;Kamat et al., 2012;Mahajan et al., 2016). In addition, our results show that the theoretical scores of students receiving PBL&CBL method are higher than those learning with CBL alone. ...
Background: Given the limitations of traditional pharmacology pedagogical method, diverse novel teaching methods have been widely explored. In this study, we performed a network meta-analysis (NMA) to evaluate the effects of different strategies in pharmacology education.
Methods: Literature databases were searched from their inception to November 2022, and the studies were screened according to predefined inclusion and exclusion criteria to extract important information. Outcomes, including theoretical test scores, experimental test scores, subjective test scores, satisfaction scores, and the proportion of satisfaction, were analyzed using R software (version 3.6.1) and STATA (version 15). The NMA was conducted with a random-effects model under the Bayesian framework to calculate odds ratios (ORs) or mean differences (MDs) with associated 95% credible intervals (95% CIs). Surface under the cumulative ranking curve (SUCRA) probability values were calculated to rank the teaching methods examined.
Results: A total of 150 studies involving 21,269 students were included. This NMA systematically evaluated 24 teaching strategies, such as problem-based learning (PBL), team-based learning (TBL), case-based learning (CBL) and flipped classrooms (FC), etc., The results of the NMA showed that, PBL combined with CBL was most likely to improve students’ theoretical and subjective test scores (SUCRA = 75.49 and 98.19%, respectively), TBL was most likely to improve the experimental test score (SUCRA = 92.38%) and the satisfaction score (SUCRA = 88.37%), while FC had the highest probability of being the best option for improving the proportion of satisfaction (SUCRA = 84.45%).
Conclusion: The current evidence indicates that TBL, PBL combined with CBL, and FC might be optimal strategies for pharmacology education since they have a more beneficial effect on students.
... [2] To emanate as better lifelong learners, medical undergraduates must incorporate essential qualities such as critical thinking, clinical reasoning, deep understanding of the concept, and ability to utilize gained knowledge effectively to solve patient-related problems during clinical years and clerkships. [3][4][5][6] Recent advances in technology and innovations in medical education have focused on learning environment that promote students' engagement and interactive discussion and thus boost their performance. This has led to the transformation of medical education from teacher-centered to student-centered strategies that foster lifelong learning skills. ...
Background:
Modern competency-based medical education emphasizes student-centered teaching-learning strategies where students take responsibility of their own learning. Student-centered approaches facilitate multifaceted learning such as observation, critical evaluation, analysis, deeper understanding, and application of knowledge. The current study aims at assessing the students' perception on utilization of clinical case problem-solving approach (CCPS) to promote their lifelong learning.
Materials and methods:
The present cross-sectional study was conducted at College of Medicine and Health Sciences (CoMHS) during the year 2021-2022. MD3 students of the academic year 2021-2022 were the study participants. The study was approved by institutional Ethic and Review Committee. Students' performances were assessed through pre-test and post-test performances. Students' feedback was collected through a predesigned questionnaire on a 3-point Likert scale. Cronbach's alpha coefficient test was used to assess the reliability of the questionnaire. The data was entered to Microsoft Excel and analyzed using SPSS software version 22. Paired t-test was used to compare pre-test and post-test scores and the data was expressed as numbers and percentages.
Results:
In total, 103 participants were included in the study. Post-test scores were significantly higher compared to pre-test scores (p < 0.05). Questionnaire results showed that CCPS approach was accepted as an effective learning strategy. Majority (>90%) of the students expressed CCPS approach was interesting, motivated to learn, encouraged peer discussion, enhanced knowledge, and clarified their topic-related doubts. More than 80% students opined that CCPS enhanced their critical thinking, problem-solving ability, deep learning, and lifelong learning skills. Nearly 90% of the students suggested for including such sessions for more topics in immunology course in future.
Conclusion:
From our study results, it can be concluded that CCPS is an effective learning strategy to encourage students' engagement and promote their deep learning skills.
... SDL is a process in which learners take the initiative, with or without the help of others (e.g., teachers and peers), determine their learning needs, set learning goals, identify learning resources, identify resources for learning, and ultimately assess learning outcomes (18)(19)(20). There are several SDL opportunities within the curriculum, including integrated learning programs (21), early clinical exposure (22), clerkship programs, laboratory practicals, chart discussions, tutorials, student seminars, e-learning projects, research projects (11) problem-based learning, and group-based learning (20). ...
With the introduction of the Competency-Based Medical Education (CBME) curriculum in India, many new concepts like the Foundation course, Self-Directed Learning (SDL), Early Clinical Exposure, Family Adoption, etc., were included in the curriculum. In SDL, a learner has to plan, develop, adapt, and change in a digital, interactive, and global society. For that purpose, the faculty has to be trained, and learners' readiness is to be ensured before the start of the SDL sessions. This write-up aims not to find all the literature related to SDL but to emphasize the basic knowledge of SDL required for medical educators.
... [4] Acquiring meta-cognitive skills, self-directed learning, self-evaluation, and reflection were proposed as the most important features of lifelong learning. [21] In the present study, in the category of self-directed learning, skills such as personal planning skills, evaluation and reflection, and effective learning strategies have been emphasized. Self-directed learning is regarded as one of the key lifelong learning strategies that defined as a process in which learners are actively involved in recognizing their learning needs, set learning goals, gather resources, develop, and implement appropriate strategies, plan and evaluating learning outcomes independently or with others' help. ...
... Meta-cognitive and self-directed learning skills are regarded as features of lifelong learning. [21] Cognitive skills, critical thinking, creativity, problem-solving, reflection, and self-regulation skills have been defined as skills needed in preparation for life-long learning, which have an effective role in professional achievements. [24,25] The present study participants believed that self-directed learning and using cognitive-metacognitive skills such as critical thinking and problem-solving can direct a physician in successful learning and toward lifelong learning, and this has a major role in professional development. ...
BACKGROUND: A new domain of “personal and professional development” was introduced as a core competency of health-care providers. This study aimed to explore the experiences of learners and faculty members about what competencies or skills were essential for the professional development and success of health-care providers.
MATERIALS AND METHODS: This is a qualitative study using an inductive content analysis approach in 2019–2020. In the present study, 58 academic faculty members participated by purposeful sampling including ten associate professors (17.24%) and 24 assistance professors (41.37%), in addition to 23-year medical residents (20.65%) and 4th-year nursing students (20.65%). Individual and group interviews were conducted. Data were analyzed by the inductive content analysis approach introduced by Graneheim and Lundman.
RESULTS: The qualitative data were classified in 953 open codes and eight categories, which were further divided into four main categories: “socio-emotional skills,” “life-long learning skills,” “coping skills,” and “well-being strategies.”
CONCLUSIONS: The present results showed socioemotional and coping skills affect interpersonal and professional interactions that contributed to their improved health-care providers' capabilities. Participants also considered lifelong learning as influential in developing professional capabilities and keeping their knowledge and skills up-to-date for accountability to duties. Moreover, using well-being strategies protects the mental and physical health of health-care providers. These skills are synergistic, and their combination can have a significant role in improving the personal and professional capabilities.
