Self-directed learning in veterinary medicine: are the students ready?

Self-directed learning (SDL) is defined as a process or a learning method in which individuals take initiative, with or without the help of others, in diagnosing their needs, formulating goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies and evaluating outcomes.1 As medical knowledge continuously changes, health care professionals need to acquire skills that will enable them to be life-long learners. Self-directed learning (SDL) is considered one of the most appropriate learning method for health care professionals to keep up-to-date with current medical advances and literature.2 The North American Veterinary Medical Education Consortium considers SDL critical to life-long learning.3 Several veterinary schools, including the University of California Davis, School of Veterinary Medicine (UCDSVM) recently revised their veterinary curricula and incorporated learning approaches that foster SDL. The revised curriculum at UCDSVM incorporated inquirybased and student-centered learning approaches that promote SDL, such as problem-based learning, case-based learning, team-based learning, and small-group learning. However, a significant proportion of instructors teaching in the veterinary curriculum at the UCDSVM had the perception that most veterinary students were likely unprepared for approaches that foster SDL, and suggested that most veterinary students preferred teacher-directed learning approaches, such as lectures. The instructors indicated that introduction of SDL would lead to an undesirable learning environment, and frustration by both students and instructors. The question posed at the time of implementation of the revised curriculum was; “Are the students prepared to learn veterinary medicine in a curriculum that incorporate methods that foster SDL?”