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.

Objectives: Main goal in this study was to design and introduce a standard checklist that medical interns to be able to apply it to assess the medication safety status in clinical settings and learn the facts related to this issue simultaneously. Methods: We performed the following steps to conduct the study: (1) using brainstorming and fishbone method for collecting problems in six domains including: demographic and risk factors, prescribing, transcribing, usage, storage and management,(2) collecting the medication standards and indicators,(3) designing a problem oriented checklist, including 85questions,(4) verifying the validity and reliability of designed checklist by Delphi method and conducting a pilot study. The Cronbach’, s alpha co efficient were good (more than0. 7),(5) to perform of pretest,(6) teaching and introducing of 10 valid evidences to answer the checklist questions in three day workshop to 41 medical interns,(7) after the workshop, students applied the mentioned checklist for assessment of drug safety status on 151 hospitalized patients with the aim of learning during assessment,(8) monitoring of patient’, s medication safety status by the interns and self-learning simultaneously,and finally (9) we used Student self-assessment of medication safety education goals, before and after self-training with our checklists. Results: A standard checklist with dual functions (self-learning during assessment) was developed. Difference between pre-test and post test scores was statistical significant (P, 0. 001) and 92% of participants were satisfied with this type of training. Conclusions: We recommend our designed checklist to all clinical educators who are engaged in medication safety domain.

Objective: The purpose of this study was to explain the role of information and communication technology literacy on self-directed learning. Methodology: Research methodology was, descriptive-correlation and analysis method was structural equation modeling. Population was 1500 person of Ministry of Cooperatives, Labor and Social Welfare that by using of 360 formula Cochran sampling and simple random sampling method, a sample of individuals were selected. Used ICTL questionnaires of Katze and Macklin with reliability (0. 97), and self-directed learning questionnaire from Abili and Mazari(2014) with reliability(0. 93). Findings: The correlation results showed ICTL and SDL have positively correlated with each other (P<0. 01). Results of regression showed, describing, managing and communicating as a component of ICTL have multiple correlations with self-directed learning and predicted 23% of their changes. Structural equation modeling showed that ICT literacy with path(γ =0. 50), has been effect on self-directed learning. Key words: ICT literacy, SDL, staff.

The purpose of this research was to investigate the role of self-directed learning model on entrepreneurship development. This is a descriptive and correlation research method. To collect the data a questionnaire was developed. Total population for this study was 390 educators in applied science centers in Western Azerbaijan province that random stratified used to collect 128 of them. To analyze the data SPSS software was used. The results of the correlation between research and entrepreneurship development suggests that age, continuity and stability of employment, motivation, creativity and job creation have a significant relationship with the development of entrepreneurship. Based on the results of the research, the collective effect of independent variables on the dependent variable of the regression suggests that the variables of employment and creativity have a positive impact on the development of entrepreneurship. According to the results of prioritizing in increase self-confidence, educators can decrease graduate's concern about starting a business failure with the correct training and they are confident in the launch business action.

Background: Self-directed learning (SDL) is an essential teaching-learning method for transforming medical students into lifelong learners. In SDL, learners are responsible for undergoing their learning process and gradually shifting learning control from teacher to themselves. However, First-year MBBS students are in need of receiving training and support to become self-directed learners. Hence, the present study aimed to evaluate the outcomes of adopting SDL alone as well as supplementing SDL with a lecture for first-year MBBS students in biochemistry. Objectives: Implementation of self-directed learning activity in Biochemistry and evaluation of its outcome for first-year MBBS students. Methods: A Cohort study was carried out to investigate first-year MBBS students in the Department of Biochemistry at SVIMS, Tirupati. The study was conducted in two sessions. In session one, Lecture cum SDL was implemented,whereas in session two, only SDL was employed. A pre-and post-test was performed before and after completion of both sessions. Pre-and post-test answer sheets were evaluated, and students’,perception forms were analysed. Results: There was a statistically significant increase in post-test scores compared to pre-test scores. Moreover, there was a statistically significant increase in post-test scores of Lecture cum SDL session compared to post-test scores of SDL session alone. Conclusions: Overall performance of the students was improved when a topic was taken as a didactic lecture followed by an SDL session,this may have been indicative of an improvement in learning outcomes when adopting SDL module.

Background: Along with the development of medical education and to achieve successful use of problem-based learning (PBL) practical policies and readiness are necessary. The present study was carried out over the general practice trainees with the aim of determining the effect of readiness (cognitive and affective) for self-directed learning (SDL) on PBL.Materials and methods: 50 general practice trainees had entered this experimental study, where they have been randomly distributed in two groups of case and control. Students in the case group were received related education. Cognitive and affective readiness was assessed by questionnaire. Data were analyzed by parametric (paired t-test, t-test...) and non-parametric (chi-square, Mann-Whitney U-test, Wilcoxon...) tests. Results: Results have revealed low cognitive but nearly high affective readiness, however, non-significant difference was reported between the groups according to the level of readiness. There was significant difference between the score of "knowledge" and "tendency", before and after the education in the case group (p<0.05 and p<0.01, respectively. Meanwhile, significant difference was found between the groups considering the score of learning. (p<0.001) .Conclusion: SDL is one of the basic principles of PBL. Bringing readiness for SDL before introducing PBL is highly recommended.  

The traditional education strategy is insufficient to meet the demands of dynamically changing medical science and the fastgrowing medical field. The present Competency-Based Medical Curriculum for medical undergraduates in India emphasizes acquisition of a set of competencies for self-directed learning (SDL) through an explicit approach and dedicated teaching hours in the disciplines which gives the opportunity to develop skills for developing lifelong learners. Self-directed learning cuts across all domains of learning and has a significant potential in shaping transformational learning experiences. The concepts of SDL are based on adult learning principles and experiential learning fostering skills for lifelong learning. In view of the paradigm changes in the new curriculum, it is imperative to understand the basic concepts and the methods for effective practice of SDL in the new curriculum. Faculty development for SDL, ensuring the availability of resources, harnessing the power of information technology, and integrating cognitive and affective assessment strategies enhance the effectiveness of SDL. We revisited the literature, and critically summarize our views on the theory-topractice concepts of self-directed learning. The article discusses the basic concept of SDL, implementation strategies, and evaluation of self-directed learning.