Table 3 Emergent themes related to the Person dimension of self-directed learning

Motivation

Students motivate themselves to provide better patient care and expect themselves to be a well-rounded physician in the future.

“One day when I’m a fellow or an attending that I know that I put forth an honest effort to really lay a good foundation for medical education.” (Case No.4)

Clinical Interests

Students have the freedom to choose whatever clinical topics or specialties they are more interested in and are allowed more time or resources in learning these topics or specialties.

“I think I would give medical students a little bit more power. Some of it [the course] is very scripted. … So, there was a little bit more direction that the students had to be like, ‘I really don’t want to do this, but can I pursue this option for a week?’” (Case No.6)

Growth mindset

Students are willing to work toward the mastery of knowledge or skills, rather than believe their ability is fixed.

“I’ve cultivated it [a growth mindset] through the years. I was not always like this. I think in the first few years of college, I was much more stressed out about grades. And then I hit a point where I realized that no matter how much you’re stressed about it, there are always things outside of your control. … I just went for a different mindset of ‘I’ll try my best.’” (Case No.14)

Social-emotional strategies

Students are able to understand the people and the environment and manage their emotions and social behaviors to achieve their goals.

“I think it’s just about being able to read people. When I’m walking with them [the attendings], on our way across the hospital to see a patient, and they seem to be in a happy mood, there’s a good time to ask a question.” (Case No.1)