Implementation and Evaluation of Self-directed Learning Activity in Biochemistry for First-Year MBBS Students

Abstract

Background: Self-directed learning (SDL) is an essential teaching-learning method for transforming medical students into lifelong learners. In SDL, learners are responsible for undergoing their learning process and gradually shifting learning control from teacher to themselves. However, First-year MBBS students are in need of receiving training and support to become self-directed learners. Hence, the present study aimed to evaluate the outcomes of adopting SDL alone as well as supplementing SDL with a lecture for first-year MBBS students in biochemistry. Objectives: Implementation of self-directed learning activity in Biochemistry and evaluation of its outcome for first-year MBBS students. Methods: A Cohort study was carried out to investigate first-year MBBS students in the Department of Biochemistry at SVIMS, Tirupati. The study was conducted in two sessions. In session one, Lecture cum SDL was implemented; whereas in session two, only SDL was employed. A pre-and post-test was performed before and after completion of both sessions. Pre- and post-test answer sheets were evaluated, and students’ perception forms were analysed. Results: There was a statistically significant increase in post-test scores compared to pre-test scores. Moreover, there was a statistically significant increase in post-test scores of Lecture cum SDL session compared to post-test scores of SDL session alone. Conclusions: Overall performance of the students was improved when a topic was taken as a didactic lecture followed by an SDL session; this may have been indicative of an improvement in learning outcomes when adopting SDL module.

Self-study and online interactive case-based discussion to improve knowledge of medical students in the COVID-19 era

“…A systematic review published in 2010 reported that self-directed learning (SDL) in health professions education was associated with moderate improvement in the knowledge domain compared with traditional teaching methods [ 13 ]. Thota et al [ 14 ] also supported our finding that lecture cum method which included interactive discussion combination with SDL session improved the post-test score in biochemistry students. We also found the older age was related with lower final exam score.…”