MD Curriculum (Charlotte Campus): PBL Self-Directed Learning

Self-Directed Learning: A Guide for Medical Students 
Wake Forest School of Medicine – Charlotte

What is Self-Directed Learning?

Self-Directed Learning (SDL) is a core skill for success in medical school and throughout your medical career. The Liaison Committee on Medical Education (LCME) defines SDL through four key components (Standard 6.3):

1. Identifying learning needs
2. Finding and evaluating resources
3. Using information effectively
4. Receiving and responding to feedback

In short, SDL is the ability to recognize your own knowledge gaps, seek out answers, apply what you learn, and adapt based on feedback. It's not just about reading more—it’s about learning smarter, deeper, and with purpose.

Why It Matters Now

Medical school moves fast. Nobody can teach you everything. Instead, your success will depend on your ability to identify what you don’t know and develop strategies to fill in the gaps.

This skill is essential for:

• Thriving in our Problem-Based Learning (PBL) and Team-Based Learning (TBL) environments
• Preparing for Step 1 and clinical practice
• Becoming a lifelong learner in a constantly evolving field

How We Support SDL at Wake Forest–Charlotte
Problem-Based Learning (PBL)

In PBL, you’ll work through patient cases in small groups. After each session, you'll create learning issues based on what your team needs to understand better. You’ll then independently research these topics before regrouping to teach and learn from one another.

SDL in action:

• You identify gaps based on the case
• You find and appraise quality information
• You bring back new knowledge to share
• You refine your understanding through group discussion and facilitator feedback

Team-Based Learning (TBL)

In TBL, you’ll prepare before class using assigned materials, then apply knowledge in challenging team-based exercises. If you struggle with the Readiness Assurance Test (iRAT), that’s a signal to dig deeper during your independent study time.

SDL in action:

• You reflect on which concepts need reinforcement
• You use team discussion and application exercises to deepen understanding
• You seek clarification during class and beyond
• Faculty provide feedback throughout the process

SDL Framework: A 10-Step Process 

1. Notice a knowledge gap
   (e.g., “I’m not sure how this drug actually works.”)
2. Set a learning objective
   (“Describe this drug’s mechanism and clinical use.”)
3. Find trusted resources
   (Carpenter Library resources, vetted medical education sites, and class materials)
4. Appraise credibility
   (Is this a guideline? A peer-reviewed article? A blog?)
5. Take notes and make connections
   (Not just copying—explain it in your own words)
6. Teach it to others
   (During your PBL session or TBL team discussions)
7. Compare perspectives
   (How did others answer this question? What’s missing?)
8. Receive feedback
   (From your facilitator, peers, or assessments)
9. Reflect on what worked
   (Did that strategy help you retain the information?)
10. Repeat and refine
    (Every case and module gives you a chance to improve)

Tips from Make It Stick: Learning That Lasts

Your SDL habits should also be effective. The book Make It Stick offers powerful strategies that we encourage you to explore in our book club—and apply in real life:

• Retrieval beats re-reading: Practice recalling what you know without looking at notes.
• Spaced practice: Revisit topics after a delay to strengthen memory.
• Mix it up: Interleaving topics helps with problem-solving and flexibility.
• Struggle is good: Effortful learning leads to stronger retention.

You’ve Got This.

SDL might feel uncomfortable at first—but that’s normal. You’re building the habits of an excellent physician: reflective, curious, persistent, and open to feedback. With support from your PBL and TBL teams, and tools like Make It Stick, you’ll grow quickly and confidently.

“The best learning doesn’t happen to you—it happens because of you.”