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Abstract：
OBJECTIVE: Self-directed and lifelong learning (SDLL) skills are essential skillsets in both undergraduate and graduate medical education (UME and GME). Hence, medical schools\' accreditation bodies emphasize the requirements to acquire these skills in their accreditation standards. For example, in the United States, the Liaison Committee on Medical Education (LCME) clearly defines the components of the SDLL process in Element 6.3 of Accreditation Standard Six. Among the active learning pedagogies, problem-based learning (PBL) provides ample learning opportunities where SDLL skills are effectively applied. The aim of this article is to streamline the process of developing, delivering, and evaluating PBL sessions in line with the SDLL accreditation requirements through a 10-step design and implementation process.
METHODS: Our 10-step process, detailed in the article, starts with developing learning objectives that inform the content of the PBL case and the required embedded learning triggers. The process carefully addresses the components of the SDLL process and other aspects of the accreditation needs within the framework of PBL. The approach to implementation, feedback, assessment, and evaluation is explicitly described to meet the regulatory expectations.
CONCLUSIONS: In addition to the essential role in UME and GME, SDLL skills are vital requisites for continuing medical education of all physicians. Instilling this skillset early in medical students helps to cultivate their ability to apply these skills in their future professional roles. Using accreditation standards as a foundation for creating learning experiences, for example, PBL, requires careful content development and sequencing. Such a process needs explicit standardized steps that should not only be feasible, but also transferable for usage by different medical schools.
CONCLUSIONS: Our streamlined 10-step process of designing and delivering an SDLL-oriented PBL experience can easily be adopted by other medical schools to address the SDLL skills acquisition as well as meeting the accreditation requirements.
METHODS: Our 10-step process, detailed in the article, starts with developing learning objectives that inform the content of the PBL case and the required embedded learning triggers. The process carefully addresses the components of the SDLL process and other aspects of the accreditation needs within the framework of PBL. The approach to implementation, feedback, assessment, and evaluation is explicitly described to meet the regulatory expectations.
CONCLUSIONS: In addition to the essential role in UME and GME, SDLL skills are vital requisites for continuing medical education of all physicians. Instilling this skillset early in medical students helps to cultivate their ability to apply these skills in their future professional roles. Using accreditation standards as a foundation for creating learning experiences, for example, PBL, requires careful content development and sequencing. Such a process needs explicit standardized steps that should not only be feasible, but also transferable for usage by different medical schools.
CONCLUSIONS: Our streamlined 10-step process of designing and delivering an SDLL-oriented PBL experience can easily be adopted by other medical schools to address the SDLL skills acquisition as well as meeting the accreditation requirements.
摘要：
目标：自我指导和终身学习（SDLL）技能是本科和研究生医学教育（UME和GME）中必不可少的技能。因此，医学院的认证机构在其认证标准中强调获得这些技能的要求。例如,在美国,医学教育联络委员会（LCME）在认证标准六的要素6.3中明确定义了SDLL流程的组成部分。在主动学习教学法中，基于问题的学习（PBL）提供了充分的学习机会，可以有效地应用SDLL技能。本文的目的是简化开发过程，交付,并通过10个步骤的设计和实施过程，根据SDLL认证要求评估PBL会议。
方法：我们的10步流程，在文章中详细介绍，首先开发学习目标，告知PBL案例的内容和所需的嵌入式学习触发器。该过程在PBL框架内仔细解决了SDLL过程的组成部分以及认证需求的其他方面。实施的方法，反馈,评估，并对评估进行了明确描述，以满足监管预期。
结论：除了在UME和GME中的重要作用外，SDLL技能是所有医生继续医学教育的重要条件。在医学生的早期灌输这种技能有助于培养他们在未来的职业角色中应用这些技能的能力。使用认证标准作为创造学习经验的基础，例如,PBL,需要仔细的内容开发和排序。这样的过程需要明确的标准化步骤，这些步骤不仅应该是可行的，也可以转让给不同的医学院使用。
结论：我们设计和提供面向SDLL的PBL体验的简化的10步流程可以很容易地被其他医学院采用，以解决SDLL技能获取以及满足认证要求。
方法：我们的10步流程，在文章中详细介绍，首先开发学习目标，告知PBL案例的内容和所需的嵌入式学习触发器。该过程在PBL框架内仔细解决了SDLL过程的组成部分以及认证需求的其他方面。实施的方法，反馈,评估，并对评估进行了明确描述，以满足监管预期。
结论：除了在UME和GME中的重要作用外，SDLL技能是所有医生继续医学教育的重要条件。在医学生的早期灌输这种技能有助于培养他们在未来的职业角色中应用这些技能的能力。使用认证标准作为创造学习经验的基础，例如,PBL,需要仔细的内容开发和排序。这样的过程需要明确的标准化步骤，这些步骤不仅应该是可行的，也可以转让给不同的医学院使用。
结论：我们设计和提供面向SDLL的PBL体验的简化的10步流程可以很容易地被其他医学院采用，以解决SDLL技能获取以及满足认证要求。
