A conceptual framework to guide the development of self-directed, lifelonglearning in problem-based medical curricula

Context The information explosion and continual changes in the means of acc essing information have reinforced the importance of preparing graduates to direct their own learning throughout their careers. Increasingly, medical schools are turning to problem-based curricula to develop in graduates the capacity to 'self-direct' further learning. Problem Experience shows that, to achieve this goal, there needs to be cons istency in interpretation of the goal and faculty-wide agreement about the way the problem-based curriculum fosters self-direction. Suggested solution This paper describes the conceptual framework developed by the Graduate School of Medicine, The University of Queensland, to guide the achievement of self-directed, lifelong learning in a graduate entry, pr oblem-based curriculum. Implications It may be useful for others who are experiencing difficulties with implementing problem-based curricula, and for those who are contemplat ing changing to problem-based models.