Family physicians are expected to keep learning throughout their careers, yet a new survey suggests that residency training may not consistently measure whether trainees can do it on their own. The study reports how 314 family medicine program directors perceive their programs’ readiness to teach and assess self-directed learning—the capacity to identify learning needs, pursue targeted resources, and evaluate progress.
Using survey questions embedded in a broader project led by the Council of Academic Family Medicine Educational Research Alliance (CERA), investigators asked directors about curriculum expectations and assessment practices. The results highlight a notable gap between endorsement of lifelong learning and the presence of formal, measurable training components.
Nearly 94% of responding directors agreed or strongly agreed that their recent graduates model lifelong learning behaviors. However, only 44% reported that their programs have written expectations specifically addressing self-directed learning. This discrepancy suggests that good intentions and observed outcomes may not be paired with explicit instructional design.
More than half of directors—about 58%—said self-directed learning is a high curricular priority. At the same time, 56.3% reported collecting evidence of learner engagement related to self-directed learning, indicating that some programs attempt to capture participation or activity, though not necessarily the full skill.
Self-directed learning is not merely motivation; it can require structured processes such as goal setting, resource selection, and reflection. Without standardized expectations and direct assessment, programs may struggle to determine whether trainees can apply these processes independently in clinical contexts.
The study’s “why it matters” implication is straightforward: standardized curricula and clearer assessment tools could strengthen residency readiness for self-directed learning training. By aligning written expectations with measurable outcomes, residency programs may be better positioned to ensure that trainees graduate with demonstrable competency rather than assumed capability.
For educators, the findings raise a practical question: are programs evaluating self-directed learning as a defined competency, or primarily relying on general professionalism and participation signals?
If the assessment gap persists, trainees may receive inconsistent feedback on a skill that is essential for staying current in rapidly evolving clinical knowledge. Addressing the mismatch between teaching priority and assessment infrastructure could therefore improve both curriculum quality and learner confidence.
Subject of Research: Readiness of family medicine residency programs to teach and assess self-directed learning skills
Article Title: Family Medicine Residency Program Directors Report Their Programs Do Not Directly Assess Self-Directed Learning Skills
News Publication Date: 27-Jul-2026
Web References: https://www.annfammed.org/content/24/4/335
References: Drew Keister, MD, et al. The Annals of Family Medicine. 27-Jul-2026. “Family Medicine Residency Program Directors Report Their Programs Do Not Directly Assess Self-Directed Learning Skills.”
Image Credits: Not provided
Keywords: family medicine, residency education, self-directed learning, lifelong learning, educational assessment, CERA
Tags: assessment practices for self-directed learningcurriculum expectations for self-directed learningevaluating learner engagement in self-directed learningfamily medicine residency assessmentfamily medicine residency program standardsgap between learning behaviors and assessmentmeasuring lifelong learning skills in physiciansmedical education survey on learning independencemedical residency program quality indicatorsresidency program curriculum developmentresidency training program prioritiesself-directed learning evaluation in medical training
