In healthcare education, engaging in self-directed learning is the norm; however, many students are not using the most effective and efficient strategies during learning. Find out how metacognition drives self-directed learning, and how educators can encourage strategies that improve metacognition and self-directed learning.

Describe metacognition and how it relates to self-directed learning

Identify strategies that improve metacognition

Create a concrete example demonstrating the use of a strategy that improves metacognition


Join Dr. Cynthia Nebel, Director of Learning Services at St. Louis University School of Medicine, and Dr. Megan Sumeracki, Professor of Psychology at Rhode Island College, for a research-based webinar on self-directed learning.

All webinar attendees will receive the following after the event concludes:

Dr. Nebel and Dr. Sumeracki are collaborators on The Learning Scientist, a project focused on translating cognitive science into effective classroom practices. Their shared work supports educators in applying research-backed strategies to improve learner outcomes in higher and professional education.

Encouraging Effective Self-Directed Learning Strategies