SMALL GROUP-BASED SELF-DIRECTED LEARNING (SDL) AMONG UNDERGRADUATE STUDENTS IN BIOCHEMISTRY

Abstract

Background: Self-directed learning (SDL) is truly a process in which health professionals control their own learning needs, develop appropriate learning objectives and goals. Small group work can be an important supplement to lectures, helping student's master concepts and apply them to situations calling for complex applications of critical thinking skills. This study was therefore planned with the aim to assess the small group based self-directed learning as an effective learning modality among the undergraduates. Objectives: To introduce small group discussion as a modality for learning and to nd out improvement in learning by small group based self-directed learning (SDL). Material and methods: Out of the 100 students in the class of 1st BDS students, 50 as controls and 50 as study group. The study was an Interventional study and the tool used was pretext and post test scores, feedbacks, and the questionnaires from all the participants in the study. Statistical analysis was done by paired t test. Results: The feedback of the students for small group based self-directed learning on Likert scale shows that majority of the students were agreed to the utility and efcacy of small group discussion as a Teaching Learning Method. There was signicant improvement of Post-test scores when compared to Pre-test Score in control as well as study group, but when Pre-test score and Post-Test score was compared among control group and study group, the Post-Test score was statistically signicant when compared to the Pre-test score. Discussion and Conclusions: This study shows that small group based self-directed learning can prove to be an efcient method for understanding of the topic, critical thinking, and interpersonal communication. Even though the conventional didactic lectures are important for teaching process for large group and covers majority of topic, the small group discussion based self-directed learning can improve the learning outcome if it is clubbed with the didactic lecture