Relationship Between Inspirational Teaching and Self-Directed Learning in Health Professions Students-A Mixed-Method Study.

Abstract

Purpose: Students skilled in self-directed learning (SDL) are likely to develop into lifelong learners. Inspirational teaching (IPT) is hypothesised to motivate independent SDL. This study investigated the relationship between IPT and SDL quantitatively among final year health professions students and explored their experience of IPT and perceptions of SDL qualitatively.

Methods: Final year students studying medicine, dentistry, pharmacy and dietetics and nutrition programmes completed questionnaires on socio-demographics, IPT and SDL. Sex and programme-related IPT and SDL scores were compared. Correlation between IPT and SDL was analysed. Qualitative data on IPT experience and SDL perceptions were collected through a focus group discussion.

Results: Of 240 respondents, the mean IPT and SDL scores did not differ by sex or programme. Overall IPT and SDL scores showed a moderate positive correlation (r = 0.46; p = 0.001). Qualitative data suggested that SDL was related to perceptions of learning needs, learning activities/environment, teachers' role in reflection and feedback, and teachers as role models.

Conclusion: IPT is associated with SDL. Teachers inspire SDL through reflection, feedback and role modelling. SDL is influenced by students perceiving a learning need. Learning activities involving patient contacts, problem-solving, or case histories were more likely to promote SDL.