Perception on self-directed learning among medical students: A qualitative analysis

Abstract

Introduction: Self-directed learning (SDL) is defined as learning on one’s initiative, with the learner having primary responsibility for planning, implementing, and evaluating the effort. The present study aims to evaluate the effects of SDL on medical students and to find out how well they understood it and how to make it better. Materials and Methods: A longitudinal study was conducted among 131 1st-year medical students for a period of 12 months. A poster competition was conducted, and students were approached by the research team through an in-depth interview to know their experience regarding SDL 10 days following the assignment. Students were asked how the exercise changed their perception of their SDL skills and what improvements they could make. Descriptive statistics were used to analyze sociodemographic data. Thematic analysis was applied to the comments. Results: SDL improved the participants’ comprehension of the subject matter, which made learning easier and more engaging. In addition, discussions in groups assisted students in developing their critical thinking and creative abilities. In addition, it enhanced their capacity for cooperative learning and teamwork. Students said that SDL might assist them in examining many facets of their education and modifying it for situations that arise in the real world. The students expressed a desire to participate in more group and individual activities that would increase their engagement, strengthen and improve their learning, and help them develop their abilities. Conclusion: This study shows that SDL methods are likely to be positively appraised by the students, where they improve the cognitive, psychomotor, and affective skills of the students. The students commented that adding more creative SDL activities can further make it interesting helping them learn on their own to gain valuable experience and social skills. The following core competencies are addressed in this article: Medical knowledge, Practice-based learning and improvement, and Interpersonal and communication skills.