Self-directed learning (SDL) defined by Knowles is "a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes." Medical school accrediting bodies in the U.S. and Canada require learner instruction in and assessment of SDL. Small group case-based learning (CBL) and problem-based learning (PBL) are implemented by many medical schools and offer unique opportunities for students to develop SDL skills. For tutors tasked with facilitating student learning and the small group process, both ensuring and assessing student development of SDL skills is challenging. This session provides faculty with tools to facilitate, model, assess, and document SDL during CBL and PBL in the preclinical medical curriculum.

At the end of this session, participants will be able to:
1. Define the components of SDL
2. Recognize how SDL skills are requisite to lifelong learning
3. Identify the accreditation requirements for SDL in the undergraduate medical curriculum of the U.S. (LCME for allopathic medical schools; COCA for osteopathic medical schools) and Canada (CACMS)
4. Use small group case- or problem-based learning to facilitate student development of SDL skills
5. Explicitly model SDL to enhance student development of these skills
6. Assess/evaluate student progress in developing SDL skills
7. Provide supporting evidence for teaching and assessing student SDL skills to meet accreditation requirements