Student-determined learning objectives as a method of self-assessment on clinical placements

Background
Clinical placements are heavily reliant on opportunistic patient contact, making them a relatively unstructured teaching environment. Students completing placements in the same clinical department may have very different learning experiences. The University of Queensland’s MBBS programme requires students to set their own elective clinical placement learning objectives. This study investigated the ability of students direct their own learning and then self-assess using this approach.

Summary of work
Students developed their self-determined learning objectives (SDLOs) prior to their placement. Their final report, after their placement, included a self-assessment of how well they met their SDLOs. Report data was used to explore the range of SDLOs, strategies used to meet them and how well they related to curriculum objectives.

Summary of results
This model provides medical students with a more structured learning experience during clinical placements, taking into account their diverse learning needs and rates of learning. Students improved their ability to scan new clinical environments for learning opportunities and resources, and used these to address gaps in their knowledge.

Conclusions and Take-home messages
Requiring students to take control over their learning in a clinical environment increases motivation and better equips them with skills necessary to become lifelong learners.