Abstract
Introduction: Self Directed Learning (SDL) is one of the key components of adult learning theory proposed by Malcolm Knowles. SDL is an important tool for making medical students lifelong learners. Health professionals need to be self-directed learners to keep pace with exponentially increasing medical knowledge. Aim: This study aims to study the perception of students and faculty towards a recently conducted SDL module for first phase students in Biochemistry. Materials and Methods: The SDL was implemented in 2 sessions. In Session 1 a case scenario of jaundice was presented to the students. Students were asked to formulate learning objectives. The students were provided resource materials and a WhatsApp group was created to motivate the students for self-directed learning and for clarifying any doubts from the students. The students were given 4 days to learn the topic on their own and regular reminders of the timeline were posted on the group. One day before Session 2 students were assessed by 5 MCQs using an online quiz. Session 2 was conducted 5 days later during a 2 hour tutorial slot as a Fishbowl Session. Afterwards, the post-discussion assessment questionnaire was distributed to students and perception analysis questionnaire was distributed to the students and faculty. Results: An overwhelming majority of the students [84%] have found SDL as a more interesting and enthusiastic way of learning. Majority of students found SDL an enjoyable form of learning that gives ample opportunity to interact with the faculty. Students felt that fish bowl discussion helped them to open up and speak in peer group which certainly boosted their self-esteem and confidence and helped them develop the communication skill. 86% students found that application of clinical knowledge is easier when topic is learned in SDL module. Keywords: Curriculum, Education, Medical, Clinical Competence, Students, Medical.
Highlights
Self Directed Learning (SDL) is one of the key components of adult learning theory proposed by Malcolm Knowles
The new MCI CBME curriculum has strengthened the need of implementation of SDL in medical education by proposing 20 hours of SDL in biochemistry in 1st year MBBS programme
SDL has been advocated by many as an important tool for making medical students lifelong learners so that they are competent to identify their learning needs, allocate resources and evaluate the learning process throughout their career to better equip themselves with the latest advancements in the world of medicine
Summary
Self Directed Learning (SDL) is one of the key components of adult learning theory proposed by Malcolm Knowles. Health professionals need to be self-directed learners to keep pace with exponentially increasing medical knowledge. The prime purpose of it is to produce medical graduates who are self-directed, independent, confident, and goal oriented so that they are better decision maker in their career to meet day to day challenges. SDL has been advocated by many as an important tool for making medical students lifelong learners so that they are competent to identify their learning needs, allocate resources and evaluate the learning process throughout their career to better equip themselves with the latest advancements in the world of medicine. Health professionals need to be self-directed learners so as to increase their independence, self-confidence, self-discipline and make them more goal oriented to keep pace with exponentially increasing medical knowledge[1]. SDL has been both a fascinating and an established terminology and defining SDL and agreeing to it’s worth has been a challenge.[2,3]
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