Self-Directed Learning in Health Professions Education: A Systematic Review and Meta-Analysis

Key Points

• Self-directed learning significantly improves knowledge acquisition, but it shows limited impact on clinical skills.
• The analysis reviewed diverse findings, indicating notable variability in how self-directed learning is defined.
• The systematic review encompassed various studies, emphasizing the robust nature of knowledge improvements due to self-directed learning.
• A clearer consensus on the definition of self-directed learning is essential for future research and education advancement.

Abstract