Abstract
Physicians are expected to be life‐long learners because updated and effective patient care should be provided while medical and clinical knowledge and skills and social requirements for patient care are rapidly changing. Also, qualified clinical competence needs long periods of training and each physician has to continually learn as long as he/she works as a professional. Self‐directed learning is an important factor in adult learning. Medical students' readiness for self‐directed learning is not high, and should be improved by medical school and postgraduate training curricula. Garrison proposed a comprehensive model of self‐directed learning, and it has dimensions of motivation (entering and task), self‐monitoring (responsibility), and self‐management (responsibility). To teach individual self‐directed learning competencies, the following are important: (1) situate learners to experience “real” problems; (2) encourage learners to reflect on their own performance; (3) create an educational atmosphere in clinical training situations. In 2005, a 2‐year mandatory residency program was implemented in Japan, and fewer medical school graduates took residency programs in medical school hospitals and advanced specialty programs provided by medical school departments. Medical school departments provide traditional, but life‐long clinical training opportunities. Under the new residency program, an additional postgraduate and continuing medical training system has to be built up to maintain and confirm a physician's competencies. If physicians do clinical work using a scholarly way of thinking with critical analysis of their own competencies and improvement by reflection, they will become an excellent life‐long learner.
Keywords: adult learning, motivation, self‐directed learning
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