Comparative study of self-directed learning and traditional teaching method in understanding cardio- respiratory physiology among medical undergraduates

Abstract

Introduction and Aim: Active and learner centred learning methods specially, self-directed learning is considered to be an important method of blended learning approach of imparting knowledge among under graduate medical students in new curriculum through integrated approach. The aim of the study is to analyse the impact and benefits of self-directed learning sessions for understanding cardio- respiratory physiology among phase one MBBS students. Design and Methods: This cross-sectional study was conducted among 250 students of Phase I MBBS for CVS and RS modules. Two groups of students were made Group A (n=125) was administered with self- directed learning sessions, while group B (n=125) was administered with normal didactic lecture session for the same topics. Following each session an objective assessment was conducted for all the topics covered in SDL and lecture sessions and the results were assessed and compared. Results: The maximum marks secured in objective assessment by Group A students post self-directed learning sessions for both cardiovascular and respiratory physiology modules were 31.2% (39/125) and 32.8% (41/125); while moderate marks were secured by 47.2% (59/125) and 48% (60/125). For assessment conducted after lecture sessions for both cardiovascular and respiratory physiology module, maximum marks were obtained by 25.6% (32/125) and 24% (30/125); while moderate marks were obtained by 21.6% (27/125) and 23.5% (29/125) respectively. Significant difference was found in the p values of marks for both modules(n=0.009) (n=0.008). The internal assessment scores showed considerable difference in the maximum marks obtained by students attending SDL sessions (80-89%) as compared to didactic learning sessions (70–79%) with p value = 0.0190, 0.01179 and 0.0192, a0.01184, respectively for both modules. Conclusion: Self-directed learning method seems to be more effective way of delivering the concept as compared to traditional lecture sessions.

Short- and Long-Term Retentivity of Knowledge by Various Teaching Methods in Medical Education and Perception of Students Towards Them: A Comparative Study in a Medical University Hospital of Northern India

“…The topics learned through the self-learning method were better retained in memory, and students performed better in the follow-up test on that topic conducted 15 days later. Studies conducted in the past have asserted that the self-directed learning method is a more effective way of delivering concepts as compared to traditional lecture sessions [16][17][18]. Despite better performance, only 40.8% of the students opted for the self-learning method as the preferred mode.…”

The psychosomatic impact of Yoga in medical education: a systematic review and meta-analysis

“…Our meta-analysis, which included over 100 medical and dental students in both treatment and control groups, showed a significant overall effect of stress reduction as a result of the yoga intervention, as measured by standardized assessments [ 43 , 46 , 47 , 51 , 54 , 57 ]. Similarly, studies focusing on the effect of yoga on anxiety, with sample sizes of 114 and 160 participants in the intervention and control groups respectively, demonstrated a significant reduction in anxiety as measured by standardized tests [ 30 , 43 , 44 , 48 , 55 , 57 ]. In addition to the positive impacts on stress and anxiety, our systematic-review found a notable decrease in depression among those participating in the yoga group [ 45 , 49 , 53 , 55 , 56 ].…”