Document Type
Dissertation
Date of Award
2026
Degree Name
Doctor of Education (Ded)
Department
Educational Leadership
First Advisor
Vassa Grichko
Abstract
Self-directed learning (SDL) was well-documented in many educational settings, including medical schools. However, how students incorporated SDL and independent learning plans (ILPs) in undergraduate medical education received little attention. Generative AI (GenAI) encompassed a rapidly expanding field, but medical student use was underexplored. This present study examines student perceptions of SDL, ILPs, and the use of GenAI in undergraduate medical education, particularly in preparation for the USMLE Step 1. Using an action research design, qualitative data were collected via semi-structured focus groups, individual interviews, and ILP document review. Fifteen participants were in focus groups, 13 of whom then completed individual interviews. Inductive thematic analysis by the researcher led to the construction of four themes: First, progress monitoring is a key element of adjusting study strategies. Second, SDL is perceived as key to academic success. Third, a structured ILP helps students organize SDL approaches and set reasonable goals. Finally, GenAI acts as a supplemental resource for students’ SDL. Review of ILP documents supported student accounts of goal setting and action steps related to SDL and technology use. The results of this study suggest medical students perceive SDL and ILPs as beneficial. Also, GenAI has a growing presence in medical schools, suggesting students are finding new ways to integrate technology into their SDL approach.
Subject Categories
Higher Education
Keywords
GenAI individual learning plans medical education self-directed learning
Number of Pages
85
Publisher
University of South Dakota
Recommended Citation
Hawks, Paula Ann, "THE AI STUDY PARTNER: MEDICAL STUDENTS, SELF-DIRECTED LEARNING, AND INDIVIDUAL LEARNING PLANS" (2026). Dissertations and Theses. 389.
https://red.library.usd.edu/diss-thesis/389