PREPARING STUDENTS TO BE LIFELONG LEARNERS THROUGH PERSONAL DEVELOPMENT PLANS, SELF-DIRECTED LEARNING, AND CONTINUOUS PROFESSIONAL DEVELOPMENT: A QUALITATIVE STUDY IN PAKISTAN
DOI:
https://doi.org/10.70520/kjms.v18i3.769Keywords:
Self-directed learning, Personal Development Plan,, Lifelong Learning, Continuous Professional Development, Dental StudentsAbstract
Objective: To explore students’ perceptions of how they utilize their self-directed learning skills to identify their own learning deficiencies.
Methodology: This exploratory qualitative study, conducted from September 2022 to May 2023 used Kolb's Experiential Learning as a theoretical framework. Ten individual interviews of dental students were conducted at Baqai Dental College. The interviews were recorded using Audacity and transcribed, and the data were then explored using Braun and Clarke's Thematic Analysis.
Results: This study reveals four themes about the perceptions of dental students on utilizing their self-directed learning skills. The four themes include learning by discovery, motivation and accountability, perceived challenges and benefits, and integration of knowledge, suggesting how students apply their self-directed learning to address their learning gaps and how facilitators can redirect students' potential to lifelong learning.
Conclusion: This study has provided an understanding of how students use their self-directed learning abilities to identify their learning deficiencies. Integrating structured self-directed learning, personal development plans, and CPD opportunities into curricula, along with faculty development and technological support, can enhance student autonomy and skill development. Future studies should compare educational settings to identify best practices for optimizing learning outcomes.
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