Number
423
Name
A Faculty-Driven Approach to Support The Longitudinal Development of Medical Students' Self-Directed Learning Skills
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Manisha Arora, Mercer University School of Medicine
Bonny Dickinson, Mercer University School of Medicine
Donna Evans, Mercer University School of Medicine
Megan Gallagher, Mercer University School of Medicine
David Gu, Mercer University School of Medicine
Henna Iqbal, Mercer University School of Medicine
Andy Johnson, Mercer University School of Medicine
Stacy Jones, Mercer University School of Medicine
Kimberly McElveen, Mercer University School of Medicine
Presentation Topic(s)
Instructional Methods
Description
PURPOSE
Self-directed learning (SDL) is defined by the LCME as “the ability to
self-identify critical gaps in knowledge or understanding and to find,
analyze, synthesize, and appraise the credibility of relevant information to
fill those gaps.” To support medical students’ development of SDL,
longitudinal skill assessment by faculty is an essential expectation in the
era of competency-based medical education. This presentation describes an
initiative to strengthen faculty SDL capabilities and equip them to observe,
assess, and provide feedback on student SDL skills across the preclinical and
clinical curriculum.
METHODS
Guided by adult learning theory, we implemented a multi-phase SDL
development project.
Phases included:
1. Review current LCME accreditation standards.
2. Identify faculty challenges in understanding and assessing SDL using a
fishbone (Ishikawa) diagram analysis.
3. Collaboratively develop and deliver interactive faculty workshops to
strengthen faculty members’ own SDL skills. Workshop activities are designed
to bolster and standardize faculty SDL skills through role-playing, peer
evaluation, training in longitudinal assessment rubrics, and self-reflection
on individual gaps in SDL understanding and skills.
4. Apply Backwards Design principles to create a scaffolded assessment
framework aligned with ACGME milestones to track student SDL competencies
longitudinally.
RESULTS
Preclinical and clinical faculty collaborated to develop a systematic approach
to SDL assessment and development. Preliminary outcomes demonstrate:
1. Improved faculty understanding and application of SDL skills.
2. Development of a “student SDL hand-off” process from preclinical to
clinical faculty.
3. A prototype for assessing SDL skills longitudinally, including a
behaviorally anchored rubric and milestones map.
CONCLUSION
This faculty-driven approach provides a structured mechanism—supported by
targeted faculty development—to strengthen medical students’ SDL skills and
better connect preclinical learning with clinical training. The work advances
intentional, longitudinal skill progression consistent with competency-based
medical education.
Self-directed learning (SDL) is defined by the LCME as “the ability to
self-identify critical gaps in knowledge or understanding and to find,
analyze, synthesize, and appraise the credibility of relevant information to
fill those gaps.” To support medical students’ development of SDL,
longitudinal skill assessment by faculty is an essential expectation in the
era of competency-based medical education. This presentation describes an
initiative to strengthen faculty SDL capabilities and equip them to observe,
assess, and provide feedback on student SDL skills across the preclinical and
clinical curriculum.
METHODS
Guided by adult learning theory, we implemented a multi-phase SDL
development project.
Phases included:
1. Review current LCME accreditation standards.
2. Identify faculty challenges in understanding and assessing SDL using a
fishbone (Ishikawa) diagram analysis.
3. Collaboratively develop and deliver interactive faculty workshops to
strengthen faculty members’ own SDL skills. Workshop activities are designed
to bolster and standardize faculty SDL skills through role-playing, peer
evaluation, training in longitudinal assessment rubrics, and self-reflection
on individual gaps in SDL understanding and skills.
4. Apply Backwards Design principles to create a scaffolded assessment
framework aligned with ACGME milestones to track student SDL competencies
longitudinally.
RESULTS
Preclinical and clinical faculty collaborated to develop a systematic approach
to SDL assessment and development. Preliminary outcomes demonstrate:
1. Improved faculty understanding and application of SDL skills.
2. Development of a “student SDL hand-off” process from preclinical to
clinical faculty.
3. A prototype for assessing SDL skills longitudinally, including a
behaviorally anchored rubric and milestones map.
CONCLUSION
This faculty-driven approach provides a structured mechanism—supported by
targeted faculty development—to strengthen medical students’ SDL skills and
better connect preclinical learning with clinical training. The work advances
intentional, longitudinal skill progression consistent with competency-based
medical education.
Presentation Tag(s)
Faculty Travel Award Nominee