Self-directed learning (SDL) serves as a learning modality designed to foster independent learning among students. The aim of this paper is to comprehensively grasp the concept of SDL and its associated advantages, acknowledge the pivotal role of student-teacher interaction within the learning-teaching continuum, enumerate the diverse methods accessible to both educators and learners to facilitate SDL, evaluate the students readiness, and identify the challenges inherent in promoting SDL within undergraduate dental education.
Key words: Self-directed learning, Dental education, Andragogy, Learning methods, Student engagement, Teaching methods
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