The effectiveness of self-directed learning (SDL) for teaching physiology to first-year medical students

Nayak, Kirtana Raghurama; Rao, Keerthi; Punja, Dhiren; Kamath, Asha

doi:10.4066/amj.2014.2211

Cited by 53 publications

(37 citation statements)

References 20 publications

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“…While these teaching approaches are aimed at supporting and assisting first year health science anatomy students to develop their knowledge and learning skills in anatomy, they also appear to produce more motivated and selfdirected learners. Our findings are consistent with previously reported self-directed learning approaches [7,8,12,13,15,18,21,23,24,26,27,29,31,[36][37][38]; however, the present study offers a greater variety of innovative, active teaching approaches that cover all four of the major sensory modalities for learning than those previously reported.…”

Section: Discussionsupporting

confidence: 94%

Engaging Multidisciplinary First Year Students to Learn Anatomy Via Stimulating Teaching and Active, Experiential Learning Approaches

Diaz

Woolley

2015

Med.Sci.Educ.

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Student engagement requires both a stimulating teaching style and provision of meaningfully learning activities involving student peer interactions. This study compares student engagement levels between two different styles and strategies for teaching first year anatomy: a stimulating (passionate) teaching style with active, self-directed experiential learning strategies versus a more traditional didactic teaching style and strategies. In 2008-2011, first-year JCU medicine and health science students undertaking anatomy were assessed using two cross-sectional comparative studies of all courses over consecutive years to investigate differences between the teaching approaches-a traditional didactic teaching style and strategies-and a stimulated, innovative teaching style with guided, self-directed strategies (n=510; response rate=79 %). A content analysis of an openended question, asking which aspect of the anatomy course had most benefit to learning, further illuminated findings. Students whom experienced a stimulating teaching style with active, selfdirected experiential learning strategies rated engagement variables significantly higher (p<0.05) than their counterparts experiencing a more traditional didactic teaching style and strategies, including overall enjoyment of anatomy; overall quality of anatomy learning experiences; general level of interest in anatomy teaching activities; importance of anatomy learning activities to later years of their course and future professional career; and overall level of interaction with both peers and teachers. Those experiencing the stimulating teaching style with active, experiential learning strategies also tended to prefer less structured learning and more self-directed learning. Stimulating teaching and active, experiential learning approaches in anatomy appears to produce students who are achieving desired learning outcomes, and who are also confident, pro-active, motivated, and selfdirected learners.

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Section: Discussionsupporting

confidence: 94%

Engaging Multidisciplinary First Year Students to Learn Anatomy Via Stimulating Teaching and Active, Experiential Learning Approaches

Diaz

Woolley

2015

Med.Sci.Educ.

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“…This is in contrast to many of the previous studies, which showed a significant advantage for SDL over didactic lectures. 17,18,19 In a study of self-directed learning in relation to anatomy, gross dissection at the Medical School of the University of Castilla-La Mancha, Spain, Mdel et al found that an objective-oriented self-learning approach provides maximal autonomy and independence in the achievement of objectives by the students in close association with academic staff. The data obtained from the study indicated that students engaged in self-directed learning through small groups working with faculty staff are able to self-improve their anatomical skills.…”

Section: Discussionmentioning

confidence: 99%

A Comparison of Didactic Lectures to Self-Directed Learning in Medical Education

Shamsuddin¹,

Ilias²,

Sreedharan³

2017

jebmh

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BACKGROUNDNewer learning methods like Self-Directed Learning (SDL) are being experimented in medical education. SDL has been advocated as an effective learning strategy for medical students to achieve competency. MATERIALS AND METHODSThis is a comparative study done on 98 second year MBBS students. They were divided into 2 batches (Batch A and B) of 49 each. On the first day, Batch A was given a didactic lecture (1 hour), while Batch B underwent a self-study session (1.5 hours) with all the study materials provided. A pre and post-questionnaire (15 MCQs) was administered. On the second day, the batches were reversed and another similar topic was dealt with. A pre and post-test questionnaire was administered.Financial or Other, Competing Interest: None.

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“…Kirtana et al in their study observed that self-directed learning is beneficial, especially in increasing knowledge about treating diseases and improving patient care. 15 They also observed that selfdirected learning has been benefited more for high scoring groups of medical students. The knowledge gained by both self-directed learning and interactive lectures were similar.…”

Section: Discussionmentioning

confidence: 97%

Level of Knowledge Gained by Self-Directed Learning and Interactive Lectures for Teaching Biochemistry Among First Year Medical Students in Government Medical College, Idukki, Kerala- A Comparative Study

C¹,

Jose²

2018

jebmh

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BACKGROUND Interactive lecture seems to be an important and feasible teaching method to increase the effect of learning in medical education. Interactive lectures are teaching learning methods in which students are involved and stimulated by teacher student interaction. Self-directed learning is a process in which individuals take initiative and responsibility for their own learning. Various methods can be used to utilize self-directed learning hours like assignments, problem-based learning or projects. MATERIALS AND METHODS The study was performed from April 2016 to September 2016 among first year medical students in Government Medical College, Idukki. All fifty first year MBBS students of 2015 batch were involved in the study. Three topics of haeme metabolism were taught by interactive lectures and rest of the three topics of haeme metabolism were taught by self-directed learning. Post-test questionnaire with ten multiple questions were given to students after every interactive and self-directed learning. A feedback for assessing perceptions and preferences was obtained from the students after all the sessions. A theory examination having short answer questions were conducted after one month. RESULTS The knowledge gained in the post tests by self-directed learning is more and statistically significant (p 0.038). The knowledge gained by both methods in the theory examinations after one month was not statistically significant. CONCLUSION Self-directed learning can be considered as alternate teaching methods in acquiring knowledge in the medical curriculum.

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The effectiveness of self-directed learning (SDL) for teaching physiology to first-year medical students

Abstract: For first-year medical students, SDL is an effective teaching strategy for learning physiology. However, no additional benefit is gained by supplementing SDL with a lecture to facilitate learning physiology.

Cited by 53 publications

References 20 publications

Engaging Multidisciplinary First Year Students to Learn Anatomy Via Stimulating Teaching and Active, Experiential Learning Approaches

Engaging Multidisciplinary First Year Students to Learn Anatomy Via Stimulating Teaching and Active, Experiential Learning Approaches

A Comparison of Didactic Lectures to Self-Directed Learning in Medical Education

Level of Knowledge Gained by Self-Directed Learning and Interactive Lectures for Teaching Biochemistry Among First Year Medical Students in Government Medical College, Idukki, Kerala- A Comparative Study

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