Self-directed learning during problem-based learning sessions

Pathiyil Ravi Shankar,Atanu Nandy

doi:10.15694/mep.2016.000089

Abstract

This article was migrated. The article was marked as recommended. Purpose: The study aimed to obtain student perceptions about the influence of problem-based learning on self-directed learning skills among undergraduate basic science medical students. Methods: A cross-sectional study was conducted among first to sixth-semester undergraduate medical students during the last week of July 2016. A previously used instrument was used after obtaining written permission from the developers. The data was analyzed using statistical package for social sciences version 20. The free text comments were tabulated. Results: Fifty-two of the 90 students (58%) participated. The majority of respondents were between 20 to 30 years of age, and of either American or Canadian nationality. The gender distribution was nearly equal. The mean self-management of learning, independent pursuit of learning, learner control of instruction and personal autonomy scores were 2.95, 2.94, 2.98 and 2.87 (maximum possible score being 4). There were no significant differences in the mean domain scores according to age group, gender, and nationality of respondents. Conclusion: Respondents in the present study showed good scores on most statements related to the four dimensions of self-directed learning. Due to the hybrid nature of the curriculum and due to lectures being the dominant teaching-learning strategy, students may have devoted less effort and time to the PBL topics.

Highlights

There are only a few studies in the literature about problem-based learning (PBL) sessions at Caribbean medical schools
Previous studies have shown that PBL students have better SDL skills and adopt a deep approach to learning compared to their counterparts in traditional curricula [Distlehorst et al, 2005; Loyens et al, 2008; Abraham et al, 2008)
The mean scores for the following statements were greater than 3: ‘I take more responsibility in learning a PBL topic compared to a lecture topic’, ‘I effectively manage my time while studying for a PBL topic in order to be optimally prepared for the presentation session when compared to a lecture topic’, ‘In a PBL session, I get immediate feedback from the facilitator

Summary

Introduction

There are only a few studies in the literature about problem-based learning (PBL) sessions at Caribbean medical schools. Most articles report a hybrid version of PBL with the sessions being used to supplement and strengthen student learning with didactic lectures continuing to be the major teaching-learning strategy (Vuma & Sa, 2015; Shankar et al, 2014a, Shankar et al, 2014b; Alleyne et al, 2022). Through PBL students assume increasing responsibility for their own learning and strengthen their self-directed learning (SDL) skills. Previous studies have shown that PBL students have better SDL skills and adopt a deep approach to learning compared to their counterparts in traditional curricula [Distlehorst et al, 2005; Loyens et al, 2008; Abraham et al, 2008)

Methods

Results

Conclusion