The role of self-directed learning in problem-based learning: Health professions education

Nerali, Jayashri Tamanna; Telang, Lahari Ajay; Telang, Ajay; Chakravarthy, Pishipati Vinayak Kalyan

doi:10.4103/2321-4848.183364

Cited by 13 publications

(16 citation statements)

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“…7,12,13 This has prompted the shift to PBL in several institutions the world over, as it is better suited to the development and transfer of the aforementioned generic skills. 5,8,[14][15][16] True to the focus on the process rather than the product in PBL, we chose to investigate the perceived benefits in generic skills like communication; interaction with various functionaries-public health and otherwise; selfdirected learning; etc. 14 As mentioned in literature, the development of good problems is not an easy task.…”

Section: Discussionmentioning

confidence: 99%

“…5 As with any change, students were initially uncomfortable with the idea of self-directed learning. 15 However, with faculty support, they were able to tackle the complex problems and develop detailed plans suitable for immediate implementation.…”

Section: Discussionmentioning

confidence: 99%

“…These findings are consistent with literature on PBL that report an improvement in generic skills by following a PBL approach. 5,[14][15][16] To our knowledge, this is the first study to provide empirical evidence for the importance of student involvement/ participation on perceived improvements in generic skills. Students who reported greater involvement in the PBL process typically gave significantly high ratings for confidence in skills; and usefulness across the various broad areas.…”

Section: Discussionmentioning

confidence: 99%

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Students’ perceptions regarding problem-based learning in community medicine

Johnson

Nair

Simon

et al. 2018

Int J Community Med Public Health

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INTRODUCTIONProblem-based learning (PBL) is a novel Teachinglearning (TL) method that employs "triggers" to stimulate self-directed learning among students.1 A hands-on approach, it promotes team-work, communication skills, problem-solving skills, and boosts confidence while providing an environment to apply theoretical knowledge to practice. [1][2][3][4][5][6] We introduced PBL as a TL method in 2016, and used the approach to teach semester 7 students how to approach a problem, and devise a reasoned solution to the same. The primary aim was to promote generic skills and attitudes that, although listed as desirable competences by the Medical Council of India (MCI), do not receive due focus in routine training. These skills included teamwork; self-directed learning; literature review; communication skills; planning; budget preparation; interaction with various intramural and extramural functionaries; etc. The PBL program was conducted as follows: Prior to the commencement of the semester 7 posting, faculty identified suitable topics, and developed problem statements. The problems selected were important public ABSTRACT Background: Although a problem based learning (PBL) program in community medicine was introduced over a year ago, student perceptions about the same had not been elicited. This study was conducted to ascertain the perceptions regarding the PBL program from a representative sample of students completing the same. Methods: This cross-sectional study was conducted among 32 semester 7 medical students in a private medical college in south India. Data were collected anonymously after obtaining written informed consent. Students rated their own involvement in the PBL program; confidence across broad PBL areas before and after the program; usefulness of the broad PBL areas; and how likely they were to use the broad PBL areas, using a 10-point rating scale. Statistical analyses were performed using EZR (version 1.36). Descriptive statistics, Mann-Whitney U test, Wilcoxon signed-rank test, Cronbach"s alpha were employed. Results: Of the participants, 20(62.5%) were female. There was a statistically significant difference in perceived confidence across all broad PBL areas following the program, compared to ratings before the program. The median overall rating for the program was 8/10. Greater student involvement was significantly associated with higher ratings for confidence following the program; usefulness in most broad PBL areas. Male gender was significantly associated with high ratings in some broad PBL areas. Conclusions: A PBL approach can improve student perceptions of confidence in generic skills. High student involvement is key to good student perceptions regarding a PBL program.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Students’ perceptions regarding problem-based learning in community medicine

Johnson

Nair

Simon

et al. 2018

Int J Community Med Public Health

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“…Moodle seems especially operational in problembased learning (PBL) that is described as a student-centered learning program which includes problems or cases (Bassir et al, 2014;Fincham & Shuler, 2001). PBL in health education has been investigated worldwide (Smith & Hung, 2016;Nerali, Telang, Telang & Chakravarthy, 2016;Zhou et al, 2016). Since dental education is directly related to human health, it needs a greater exposure to practical education and experience which are sustained under "actual case" simulations, as done in PBL (Bassir et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Since dental education is directly related to human health, it needs a greater exposure to practical education and experience which are sustained under "actual case" simulations, as done in PBL (Bassir et al, 2014). PBL aims to enhance learning by promoting self-direction and problem-solving skills of the students, and also to encourage clinical analysis, critical independent thinking, teamwork, and communication (Bassir et al, 2014;Nerali et al, 2016). PBL has been effective in students' performances, and has led to increased academic success and acceptance into postdoctoral programs (Susarla, Medina-Martinez, Howell & Karimbux, 2003).…”

Section: Introductionmentioning

confidence: 99%

Impact of internet supported dental education: Initial outcomes in a study sample

et al. 2016

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The aim of this preliminary mixed method study was to understand dental students' thoughts on internet supported learning environment (ISLE) and to investigate its' impact on their academic success. The research was designed to enroll the students from the 7th semester of School of Dentistry. The lecturer taught dental students for four hours (within four weeks) on the topics of "anamnesis, extraoral and intraoral examination". Voluntary twenty-four students participated actively to the ISLE. During the evaluation phase, data were collected by using open-ended questionnaire, instructor's observation, students' evaluation forms and exam results. According to the Open-ended questionnaire, 90% of the participating students mentioned e-learning experience positively affected their success; 55% of the students stated that dental courses can be taught online. According to students' evaluation form, the highest mean score was granted to the instructor of the course (4.6/5), followed by the learning environment (4.1/5) and the materials (3.7/5). There was a significant difference between the grades granted to the instructor and materials; students thought the instructor was more important than the teaching materials (p<0.05). It was concluded that ISLE supported by PBL increased the students' satisfaction, positive learning environment and academic success.

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Exploration of a Collaborative Self-Directed Learning Model in Medical Education

2022

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Purpose One of the aims of medical education is to generate lifelong learners, leading to the identification of self-directed learning (SDL) as an essential component of medical education. While SDL is focused on an individual learner, collaboration is critically important in medicine. We developed an online course using the collaborative SDL (CSDL) framework. A goal for the course was for students to gain a better appreciation for the SDL process by exploring the COVID-19 pandemic. Methods We utilized CSDL to implement a 2-week elective attended by fifteen M3 and M4 medical students. Students submitted short videos reflecting on their course experience and the relevance of the material to their future training. Qualitative analysis of reflections was conducted to determine the effectiveness of the CSDL framework, and an assessment of the course evaluations was performed to explore student perceptions of the course and its effectiveness at preparing them for practice. A survey regarding student perceptions of SDL was offered to M3 and M4 students in order to explore their experiences with SDL and perceptions of its importance in the context of the school curriculum. Results The CSDL framework was effective in making students aware of the importance of SDL in medical practice. Students gained basic and clinical knowledge about the subject, experienced increased confidence, and appreciated collaborating with their peers. The survey offered to the general student body reflected that all students perceived that they employed SDL in their time as medical students. However, many students indicated that they had not utilized components of SDL beyond synthesizing and assessing their learning needs. Conclusion CSDL is an effective method for promoting self-directed learning. Undergraduate medical course constructs utilizing CSDL will benefit students as they continue their career development. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-021-01493-7.

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The role of self-directed learning in problem-based learning: Health professions education

Cited by 13 publications

References 1 publication

Students’ perceptions regarding problem-based learning in community medicine

Students’ perceptions regarding problem-based learning in community medicine

Impact of internet supported dental education: Initial outcomes in a study sample

Exploration of a Collaborative Self-Directed Learning Model in Medical Education

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