Comparison of SDL with EBM

 Make sure the learner understands the process and expectations for selfdirected learning

 Role model how to do the process (complete the elements of the form)

 Identify the “stage” of learner’s professional development and work accordingly

 Can learner frame an answerable question?

 Does learner lack knowledge of epidemiologic principles & research design

 Assign an article on EBM

How do Roles of Trainee and Preceptor Change in SDL?

SDL becomes prominent in the 2nd & 3rd stages of Stritter’s Professional Development

 LEARNERS seek articles on conditions of the patients, ask questions

 FACULTY/PRECEPTORS give learners opportunities to interact with patients and feel a part of the practice

SDL Activities for Learners

 Use Clinical Guidelines (e.g., Asthma, COPD, Coronary Artery Disease, Diabetes, Heart Failure)

 Understand Principles of Efficient Resource Utilization

 Develop Skills in Patient Education

PEP2 Facilitator’s Module 9 (Teaching & Learning Collaboratively), p. 9.19.

What strategies do you use to keep current with medical knowledge and clinical practices?

Do you teach this to your learners?