Module to facilitate self-directed learning among medical undergraduates: Development and implementation

Abstract

CONTEXT: Currently, self-directed learning (SDL) is emphasized in medical institutions all over the world. The skills of SDL enable one to be a lifelong learner, a necessity to cope up with fast-expanding medical knowledge. AIMS: This study aims to develop and implement an “SDL” module for medical undergraduates and find out their perception about the same. SETTINGS AND DESIGN: A cross-sectional study using a mixed-method design (having both qualitative and quantitative components) was conducted in the Department of Community Medicine, UCMS, Delhi, India. METHODS: A module was developed following an extensive literature review and focus group discussions with the teaching staff of the institute. First-semester undergraduate students were invited to participate in the study and asked for feedback using a semi-structured questionnaire. STATISTICAL ANALYSIS: Quantitative data were expressed in mean, range, and frequency. For qualitative data, thematic analysis was performed. RESULTS: The module was implemented with 160 students, in November for 10 hour distributed over 5 weeks. Feedback could be obtained from 130 students. Sixty-seven percent of students were satisfied and 66% reported as motivated to study the allotted topic further. Qualitative analysis showed that though the students liked the learning process based on this module, they also felt facilitators could have been more active in imparting knowledge and skills. CONCLUSIONS: To make learners equipped with the ability to learn throughout a professional learning course, SDL as a learning tool should be introduced in the medical undergraduate curriculum.

Scope and Challenges of Self-Directed Learning in Undergraduate Medical Education: A Systematic Review

“…Currently, SDL is emphasized in medical institutions all over the world. The skills of SDL enable one to be a lifelong learner, which is a necessity to cope with fast expanding medical knowledge (18).…”

“…Most of the research articles revealed many advantages of SDL. Self-assessment, identifying skills, and confidence-building were the major advantages cited (1,(14)(15)(16)(17)(18)(19)(20)(21)(22)(23)(24)(25). Various methods, such as problem-based learning, flipped classroom, and case-based learning, helped students work on themselves to gain knowledge, and analyze and interpret it with critical thinking, and also apply it leading to a definite diagnosis.…”

“…SDL helped students improve their presentation skills, communication skills, collaborated learning skills, and information handling skills revealed by authors who used self-directed readiness scales (1,14). Teamwork was an important advan- (13,14,16,(18)(19)(20). In the medical curriculum, learning has to be enjoyable and motivating to help better retention and improve professional acumen.…”

“…Teachers need to be educated and trained for planning, organizing, conducting, as well as evaluating SDL. Another major challenge was time management, as SDL sessions were long and endless (1,14,15,18,20). Since medical students are more accustomed to read and learn by themselves, they faced problems in teamwork.…”

“…Since medical students are more accustomed to read and learn by themselves, they faced problems in teamwork. All members were not actively contributing (13,16,18,23). Organizational skills were also absent (20,22).…”