Promoting Self-Directed Learning Among Allied Health Science Students: Implementation and Perceptions

Abstract

Background Learner-centric strategies such as problem-based learning case-based learning knowledge maps and flipped classroom methods are used to promote self-directed learning SDL. There is a paucity of studies on the implementation of SDL for allied health science AHS students and the assessment of perceptions of learners.Aim To implement learner-centric strategies to promote SDL and assess the perceptions of AHS students on the effectiveness of this SDL program.Methods In this quasi-experimental study students of first-year AHS were exposed to a series of activities of SDL for a period of eleven months. The activities included knowledge maps lab rounds seminar presentations and problem-based learning. Perceptions of the students on the effectiveness of the SDL program were assessed.Results Out of the 117 students who consented to be the participants in this research 96.6 agreed that SDL strategies helped them to develop as life-long learners 96.6 agreed that they were able to gain new knowledge of biochemistry and its applications in health sciences 88 agreed that all members of the team contributed significantly to group activities and 94.9 agreed that there is an improvement in their communication skills because of the activities given. Communication barriers and lack of cooperation in the team were perceived as challenges.Conclusion The students showed positive perceptions of the SDL series. The activities were effective in developing lifelong learners creativity higher-order thinking and communication skills. These findings have implications for implementing SDL for AHS effectively.nbsp