Self-directed learning - The importance of concepts and contexts

Medical Education

Volumn 39, Issue 4, 2005, Pages 348-349

  Greveson, G C ^a   Spencer, J A ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

BEHAVIOR; CLINICAL MEDICINE; CONTINUING EDUCATION; CONTROL; EDITORIAL; EDUCATION PROGRAM; HUMAN; LEARNING; MEDICAL EDUCATION; MEDICAL LITERATURE; PUBLICATION; RATING SCALE; SELF CARE; TEACHING; TEACHING HOSPITAL;

EDUCATION, MEDICAL; LEARNING; MOTIVATION;

EID: 17044428478     PISSN: 03080110     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1365-2929.2005.02115.x     Document Type: Editorial

References (9)

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2. Hoban JD, Lawson SR, Mazmanian PE, Best AM, Seibel HR. The Self-Directed Learning Readiness Scale: a factor analysis study. Med Educ 2005;39:370-79.
3. Candy PC. Self-Direction for Lifelong Learning. A Comprehensive Guide to Theory and Practice. San Francisco: Jossey Bass 1991.
4. Miflin B, Campbell CB, Price DA. A lesson from the introduction of a problem-based, graduate entry course: the effects of different views of self-direction. Med Educ 1999;33:801-7.
5. Coffield F, ed. Differing Visions of a Learning Society. Bristol: Policy Press 2000.
6. Schmidt H. Assumptions underlying self-directed learning may be false. Med Educ 2000;34:243-5.
7. Norman GR. The adult learner: a mythical species? Acad Med 1999;74:886-9.
8. Eva KW. On the generality of specificity. Med Educ 2003;37:587-8.
9. Merriam SB, Caffarella RS. Learning in Adulthood. San Francisco: Jossey Bass 1999.