Self-directed Learning Methods Research Articles

Factors affecting pharmacology learning in integrated PBL in diverse medical students: a mixed methods study

IntroductionProblem-based learning (PBL) was introduced to address passive teaching limitations. However, it is not fully characterised as a teaching modality in pharmacology. The present study investigated the factors affecting pharmacology learning in an integrated PBL-based curriculum in diverse learners.MethodsYear 1 undergraduate medical students from two cohorts at St. George’s University of London and University of Nicosia, participated. Statistical analysis of pharmacology knowledge scores, at the beginning (pre-test) and end of the academic year (post-test), investigated readiness to benefit from PBL based on diverse student characteristics (educational background, age, gender, country of origin, ethnicity, native language, PBL experience). Focus groups/interviews and a survey investigated aspects of integrated PBL impacting learning in depth.ResultsPre- and post-test scores were positively correlated. Students with biomedical sciences degrees performed better at the pharmacology pre- and post-tests, while post-graduate degree holders performed better only at the pre-test. Effect size was of moderate magnitude. However, progress in learning (post-test performance after controlling for pre-test scores) was unaffected. Qualitative analysis revealed three major themes: 1) PBL as a learning environment; 2) PBL as a learning environment in pharmacology; and 3) PBL as a learning environment and confidence in prescribing. Under theme one, skill development, knowledge acquisition through collaboration and self-directed learning, group dynamics and preferred teaching methods were discussed. Under theme two, contextual learning, depth of knowledge and material correctness were raised. Under theme 3, students expressed variability in prescribing confidence. They perceived that learning could be improved by better integration, further references earlier on, more lectures and PBL facilitators with greater content expertise. The survey findings were consistent with those from focus groups/interviews.ConclusionPharmacology learning in a PBL-based curriculum is facilitated by constructive, collaborative and contextual learning. While baseline pharmacology knowledge may be advantageous, the other aforementioned characteristics studied may not affect readiness to benefit from PBL. However, further instructional scaffolding is needed, for example through further resources, lectures and self-assessment. The results from our study can inform evidence-based curriculum reform to support student learning further. Addressing learning needs could ultimately contribute to reducing medication errors through effective training of future prescribers.

Mixed Reality versus Mass or Self-directed Training for Adolescents’ Basic Life Support Instruction: A Prospective, Randomized Pilot Study

Background: There is limited information about adolescents' Basic-Life-Support (BLS) training. Objectives: In this study, adolescents' BLS training proficiency and knowledge retention of the Mixed Reality (MR), Mass-Training (MT), and Self-Directed Learning (SDL) methods were prospectively compared, following the training-outcomes levels-model classification. Methods: First-year secondary-school students were randomized into the MR, MT, and SDL groups, and after baseline evaluation, at T0, they received congruent BLS theoretical and Cardiopulmonary-Resuscitation (CPR) training. Knowledge, skills retention, and trainees' training-activity self-evaluation were evaluated utilizing ten (knowledge) and five-items (self-evaluation) questionnaires, a BLS-sequence checklist, and chest compressions recording mannequin one and three months after T0. We used the Kruskal-Wallis test for median comparison. Results: At all times, the MR group knowledge answers' median (≥6/10) was significantly higher (p<0.05) than groups MT and SDL (≤6/10), with no significant differences between the latter. The MR CPR skills and BLS checklist acquisition and retention were significantly superior (p<0.05) to the other groups; the SDL group showed limited results. Hands position and chest recoil showed excellent outcomes in all groups and at all times. At all times, trainees positively evaluated the BLS-training importance. Pre-training low self-confidence in BLS practice improved over time, yet not significantly, in group MT. The trainees' majority (62%) preferred the MR method. Conclusion: In an adolescent cohort, MR methods' BLS/CPR knowledge and skills acquisition and retention were comparable, if not better, than the MT method and superior to the SDL one. Future multicenter randomized and controlled studies with larger sample sizes and more limited instructor-to-participant ratios are warranted to generalize findings.

Implementasi Self-Direct Learning untuk Meningkatkan Keterampilan Siswa dan Staff Pengajar Pasca Covid

Since the COVID-19 pandemic, many learning methods have been developed so that the teaching and learning process continues, including Self-Directed Learning. Self-Directed Learning is a learning model used by teaching staff to develop student skills because it emphasizes responsibility for managing learning objectives independently. Self-directed learning gives learners the freedom and autonomy to decide what, why, how and where they want to learn. The pupose od this study is to see the quality of the Self-Directed Learning learning model reviewed through a literature review.A Literature review are the process of collecting relevant articles from 2010-present. From the tens of articles obtained, we have selection and data extraction that fit the purposes of this reseaech. In the finalization of the article are based on the object and the approach.Based on the findigs of this research project, elf-Directed Learning is widely used to assess students' level of competence and initiative in learning and to enhance teachers' creativity in presenting learning materials. The results of this study suggest that the learning method can improve student learning outcomes, as be proven by results above the average pass threshold, and is highly adaptable to improve student competence on independent learning.The contribution of this study is to provide guidance to educators and researchers on self-directed learning methods of learning that are appropriately applied to enhance student learning, especially in the wake of the COVID-19 pandemic. Also, when learning, there is also a view that focusing only on the learning object can be directed to the learning subject.

Readiness of Medical Students for Self-Directed Learning under Competency based Medical Education – A Cross-sectional Study

Abstract Introduction: National Medical Commission (NMC) has introduced Competency-Based Medical Education (CBME) for undergraduates (UG) of medical stream in India. Self-directed Learning (SDL) has become a vital part of CBME curriculum, such that NMC mentions some SDL hours can go beyond office hours if required. Therefore, assessing SDL becomes important among the UG medical students (MBBS). Objectives: To assess the readiness towards SDL method among the medical students under CBME curriculum and to find out the factors associated with their readiness towards SDL method. Subjects and Methods: It was a cross-sectional study conducted among the MBBS students under CBME curriculum studying at PESIMSR, Kuppam. All the 300 students were included with 241 participating in the study. Abridged Fisher’s 29 item SDL readiness scale was used. Data were compiled and analyzed using the SPSS (version 23.0; SPSS Inc., Chicago, IL, USA). Results: Among 241 students, the SDL readiness was found be below average, average and above average in 2%, 66% and 32% respectively. The above average category of SDL readiness was higher (36.07%) among the 1st CBME batch of students than compared to the 2nd batch (27.7%). SDL was found to be statistically significantly associated (P < 0.05) with age, mode of admission, parents’ involvement in the learning process, stress in life and self-confidence of the students. Conclusion: The readiness to undergo SDL varies from student to student. Therefore, understanding their readiness is necessary to sensitize them regarding SDL method. By this, the students can achieve the SDL-based competencies in a better way.

Readiness for Self-Directed Learning Among Undergraduate Students at Asia Metropolitan University in Johor Bahru, Malaysia

Self-directed learning (SDL) plays a pivotal role in facilitating adult learning, especially in developing an individual’s education and upgrading his/her learning skills independently. SDL can have farreaching implications on the students’ lifelong learning skills. In particular, SDL readiness (SDLR) can assist in developing a well-structured student-centered curriculum. The study aims to assess the level of readiness for SDL among undergraduate students of the Asia Metropolitan University (AMU). This descriptive, cross-sectional study surveyed the level of readiness using the SDLR scale comprised of 40 questions. A total of 320 AMU undergraduate students from various academic programmes, including MBBS, Nursing, Foundation in Science, Diploma in Health Care Management, andBusiness were enrolled through convenience sampling. The total mean scores for SDLR was 157.9 ± 20.5, whereas mean scores for self-management, desire for learning, and self-control were 57.6 ± 7.9, 48.5 ± 6.4, and 51.9 ± 7.8, respectively. About two-thirds of both age groups (≤ 20 and > 20) and females were found to be ready for SDL methods. Although there was no statistically significant difference between the different age groups, genders, and programmes, logistic regressions revealed that females > 20 years of age group were more receptive and ready for SDL. The majority of the AMU undergraduate students were ready for SDL, with female and older age groups being more receptive and ready for SDL. This reflects that SDL is directly related to maturity and is also influenced by gender, although it was not proven to be statistically significant.

Evaluation of Effectiveness of Self-directed Learning in 2nd Professional Year Medical Undergraduates

Introduction: Self-directed learning (SDL) is one of the recommended teaching–learning methods for Indian medical graduates to become a lifelong learner. Methodology: The study was conducted in 2nd year medical undergraduates. A lecture (Cholinergic Transmission and Cholinergic Drugs) was conducted followed by sensitization of students for SDL method and sharing of SDL topic (organophosphate poisoning). After 3 days, in the 1st SDL session, students were sensitized for SDL topic. A pretest (multiple-choice questions [MCQs] of SDL topic) was administered and resource materials were shared at its end. In intersession period, case-based scenarios, trigger words, and videos were shared in a preformed WhatsApp group. During the 2nd session, facilitators facilitated discussion of the topic in small groups of students using case-based scenarios. Posttest (MCQs) for students and feedback for students and facilitators were administered. Results: Data collected from 61 students showed a statistically significant difference between the means of posttest compared to pretest (standard error: 2.45, P < 0.05, confidence interval – 95%). Posttest scores showed that more than 45% of the students answered correctly 80% of questions, compared to pretest. More than 70% of students and facilitators agreed/strongly agreed that SDL makes topic interesting and effective for teaching/learning and leads to better student–teacher interaction. About 70% of students and 55% of facilitators found that SDL method should be implemented for more topics in curriculum. Learning issues faced by 21 students (need for more information resources, time-consuming method, difficulty in remembering dosage schedule, clinically correlating topic, and language barrier during discussion) were solved by students using of other online and offline information sources, revising the topic and discussing with co-learners. Conclusion: SDL was helpful for students in improving knowledge, communication skills, and analyzing case-based scenarios for any given topic.

Does self-directed learning address gaps in nursing student knowledge of Alzheimer’s disease?

ABSTRACT In the past two decades, deaths from stroke, heart disease and HIV decreased, whereas reported deaths from age-related Alzheimer’s disease (AD) have increased. Future nurses will be caring for the rapidly escalating number of older adults facing increased AD risk, yet nursing students’ knowledge has been shown to be limited regarding the age-related disease of Alzheimer’s (and the most common dementia type) (Aljezawi et al., 2022; Mattos et al., 2015). In this pilot study, a quasi-experimental approach was used to examine undergraduate baccalaureate nursing students’ basic knowledge about AD among two cohorts (N = 146). Testing occurred following an assigned self-directed learning activity as a means of providing the most current information regarding dementia. Pearson correlation and t-tests were applied in comparing student results in pre- and posttest surveys and investigating possible correlations between sociodemographic variables. Students in the 2020 group scored lower on ten of the thirty test items than the earlier 2018 cohort, suggesting that the method of self-directed learning, despite offering the most recent information, may be inadequate. To prepare nursing students to care for the increasing numbers of older adults at risk for Alzheimer’s disease, curricula that are inclusive of the most recent advances in science surrounding dementia-related illnesses, and supplemented by faculty lectures, is recommended. This requires faculty themselves to be knowledgeable of the most recent advances in dementia risk, prevention, detection and management.

Effectiveness and Challenges of Problem-Based Learning Implemented in Engineering Mathematics Courses

Presently, graduates of institutions of higher learning are found to be passive and not competent in carrying out the tasks assigned to them. The number of graduates that fail in a job interview has increased. One of the contributing factors is their ineffective communication skill during the interview, thus failing to exhibit their generic skills abilities in convincing the potential employer. As a proactive move to improve this issue, an initiative was carried out by the Faculty of Engineering and Built Environment (FKAB), Universiti Kebangsaan Malaysia (UKM) to introduce and implement problem-based learning (PBL) activities in the engineering mathematics courses. With the PBL method implemented at the early stage of the study period, the student’s ineffective communication issue can be addressed effectively. It is anticipated that the deployment of the PBL method can generally improve students’ soft skills, especially communication ability in meeting the demand and expectations of industry employers. The objectives of this study are to evaluate the effectiveness of the PBL implementation, thus identifying the benefits and the challenges of the PBL 5 Ladders of Active Learning strategy. In this study, the PBL activity was implemented in the Engineering Mathematics III (Differential Equation) course. To analyse the students’ feedback toward the implementation of the Five Ladders of Active Learning strategy and Self-Directed Learning method, the Rasch Measurement Model application software called Winstep was used. The results showed that the challenges faced during the PBL implementation are the readiness of lecturers as facilitators, the acceptance, and the readiness of students towards the learning process of the 5 Ladders of Active Learning strategy, the conducive learning environment, the crafting and constructing of PBL problems/triggers, the students’ reflection, and the PBL evaluation methods. To ensure that engineering students can master mathematics and generic skills as intended in the program, these challenges must be tackled effectively.

소리 내어 읽기를 활용한 스페인어 강독 수업 사례 연구

In the course of this study, the parts lacking in previous studies related to reading aloud were supplemented so that a sufficient reading aloud experience could be achieved. First, texts that have already been understood were targeted so that learners'' working memory could focus on reading aloud, and audio files were provided to listen to the accent and intonation of a native speaker. In order for learners to experience reading aloud, 12 recording assignments were submitted during one semester, and feedback sessions were held with the instructor every week to ensure that reading aloud was repeated enough to make sense. According to the results of the post-survey on the number of repetitions of reading and the required time after submitting the reading aloud assignment for one semester, it can be said that sufficient repetition of reading aloud has been learned, and the results of the reading aloud experience are generally positive. First of all, we were able to recognize the Spanish pronunciation characteristics of learners that we did not know before, and the characteristic answer to the question asking about the merits of the Spanish reading class using reading aloud was that they gained confidence in improving their overall Spanish skills. In the questionnaire on the recognition of reading aloud as a learning method and the effectiveness of reading aloud related to language functions such as speaking and listening, it can be said that the learning goals of improving overall language ability and speaking ability were achieved to some extent, and reading aloud was recognized as a useful self-directed learning method

Self-directed learning using computer simulations to study veterinary physiology: Comparing individual and collaborative learning approaches.

Advances in technology enable new educational resources geared towards situated learning and leading students to a more active education. Self-directed learning methodologies used along with simulators may represent a good alternative to traditional teaching methods. The aims of this study were to analyse veterinary students' degree of acceptance of self-directed learning using the PhysioEx simulator in physiology, and to evaluate self-directed learning outcomes using different approaches (individual vs. collaborative). The study was carried out over three academic years. Students conducted different activities on the PhysioEx simulator, either in an individual or cooperative mode. Once the activities were finished, students voluntarily participated in an opinion survey regarding self-directed learning methodology. Finally, an evaluation of learning outcomes was made through Kahoot!. Students expressed a high degree of satisfaction with this self-directed learning method, with the combination of self-directed learning and gamification being scored the highest. Although students prefer the collaborative method, no differences in learning outcomes were found between the two learning approaches. The self-directed learning method in combination with gamification increased the motivation of students, who obtained suitable learning outcomes regardless of whether an individual or collaborative approach was followed.

A Systematic Review of Assessment Practices for Self‐Directed Learning in Health Professions Education

IntroductionThis systematic review aimed to describe the assessment practices related to self‐directed learning (SDL) in undergraduate health professions education. There were three main objectives of the review: 1) evaluating the different types of assessment used to determine the effectiveness of SDL; 2) assessing the effectiveness of SDL methods on student learning; and 3) exploring how readiness for SDL is assessed.MethodsThe PRISMA standards were followed for this systematic review. A total of seven electronic databases were searched: CINAHL, Embase, ERIC, PsycINFO, PubMed, Scopus, and Web of Science. Articles published in English between 2015 and March 2020 were retrieved for further evaluation. Two independent investigators screened abstracts and full‐text articles using the inclusion and exclusion criteria. The same investigators independently extracted data from included articles: the type of participant, sample size, study design, SDL activities, and assessment methods used to evaluate effectiveness of SDL. In addition, two independent investigators evaluated study quality using the validated Medical Education Research Study Quality Instrument (MERSQI). A third investigator resolved discrepancies and disagreements.ResultsA total of 65 studies from nineteen different countries were included in the analysis. Most study participants were medical (N=33) or nursing (N=20) students. Overall, there were wide variations in the definition of SDL, SDL activities used, and in the assessments developed to evaluate the effectiveness of SDL activities. The most common type of assessment used was a student perception survey, unrelated to a SDL readiness assessment. Internally‐developed knowledge exams were also commonly used. A total of 38 studies concluded that the SDL had a positive outcome, measured by the assessment instrument, whereas 21 studies reported a mixed or neutral outcome and six studies reported a negative outcome.ConclusionsThis systematic review demonstrates the wide variations in both the SDL activities used as well as the assessment methods developed to determine SDL effectiveness. Since SDL is a necessary skill for lifelong learning and success as a healthcare professional, it must be used and assessed appropriately. It may be valuable to standardize SDL activities and assessment methods across healthcare professions education. In addition, future research should be conducted to help establish the most accurate and effective assessment methods for SDL.

Comparative study of self-directed learning and traditional teaching method in understanding cardio- respiratory physiology among medical undergraduates

Introduction and Aim: Active and learner centred learning methods specially, self-directed learning is considered to be an important method of blended learning approach of imparting knowledge among under graduate medical students in new curriculum through integrated approach. The aim of the study is to analyse the impact and benefits of self-directed learning sessions for understanding cardio- respiratory physiology among phase one MBBS students. Design and Methods: This cross-sectional study was conducted among 250 students of Phase I MBBS for CVS and RS modules. Two groups of students were made Group A (n=125) was administered with self- directed learning sessions, while group B (n=125) was administered with normal didactic lecture session for the same topics. Following each session an objective assessment was conducted for all the topics covered in SDL and lecture sessions and the results were assessed and compared. Results: The maximum marks secured in objective assessment by Group A students post self-directed learning sessions for both cardiovascular and respiratory physiology modules were 31.2% (39/125) and 32.8% (41/125); while moderate marks were secured by 47.2% (59/125) and 48% (60/125). For assessment conducted after lecture sessions for both cardiovascular and respiratory physiology module, maximum marks were obtained by 25.6% (32/125) and 24% (30/125); while moderate marks were obtained by 21.6% (27/125) and 23.5% (29/125) respectively. Significant difference was found in the p values of marks for both modules(n=0.009) (n=0.008). The internal assessment scores showed considerable difference in the maximum marks obtained by students attending SDL sessions (80-89%) as compared to didactic learning sessions (70–79%) with p value = 0.0190, 0.01179 and 0.0192, a0.01184, respectively for both modules. Conclusion: Self-directed learning method seems to be more effective way of delivering the concept as compared to traditional lecture sessions.

Метод адаптивної передтренажерної підготовки авіадиспетчерів на засадах самоспрямованого навчання

The subject matter of the article is the processes of self-directed learning (SDL) skill formation for air traffic controllers at the pre-simulator training stage to acquire competence for the purposeful mastery of their professional knowledge, skills, and abilities, as well as the ability for self-organization, personal, and professional self-improvement, which will contribute to their successful professional development and continuous professional development throughout their lives. The existing SDL sub-competencies will enable the air traffic controller to use them in the simulator training in self-regulation mode. The article develops an adaptive SDL method for an air traffic controller in the pre-simulator training stage. The tasks: to describe the basic principles of SDL for air traffic controllers; to develop a cyclical SDL model for pre-simulator training of air traffic controllers; to build a conceptual model of the system of air traffic controller pre-simulator training based on SDL and an adaptation model as the main component of the automated system of adaptive pre-simulator training of air traffic controllers. The methods used are analysis, comparison, and synthesis; system analysis; graphic and object modeling; decomposition methods and graph theory. The following results were obtained. The cyclic model of SDL presented in the paper is the basis for the developed conceptual model of the system of air traffic controller pre-simulator training, based on the principles and elements of SDL. The considered adaptation model can be applied in the automated system of pre-simulator training of air traffic controllers. Conclusions. The scientific novelty of the results obtained is as follows: the proposed approach to the adaptive pre-simulator training of air traffic controllers will optimize the process of such training not only in sense of improving the quality of the training itself in the formation of professional competencies but also in terms of developing special cognitive and metacognitive skills, making the pre-simulator training itself indeed signs of adaptation, considering the individual preferences of the student in the strategic and tactical management of their learning.

Teaching method to increase critical thinking in health profession student: a literature review

Nursing students should have some competencies to be professional nurses, like creativity, the ability to think critically, and have good communication and collaboration skills. We change the traditional learning approach to a student-centered approach to improve critical thinking skills. Some studies implement the SCL methods and we need to know the role of SCL learning strategies in improving critical thinking skills. This literature review aims to analyze the role of the student-centered learning application in improving critical thinking skills in health profession students. The design used literature review with the articles reviewed is the result of original research selected based on inclusion and exclusion criteria using a database with electronic searches on Pubmed, Science Direct, Proquest, Sage Journal, and Google Scholar, published in 2016 - 2021 which contains teaching methods that can increase the health profession student’s critical thinking skills. Search strategies with keywords and terms used in English are health profession student, student center learning, and critical thinking. The various learning methods used to improve the critical thinking of health profession students were case-based learning method, simulation learning method, cooperative learning method, problem-based learning method, team-based learning method, self-directed learning method, experiential learning method, and debate and role-play learning methods. All teaching methods are influential in increasing critical thinking in health profession students.

Self-Directed Learning versus Problem-Based Learning in Korean Nurse Education: A Quasi-Experimental Study.

Effective teaching methods are vital for cultivating advanced professional skills in nurses and equipping them with the necessary training. Problem-based learning (PBL) and self-directed learning (SDL) have been consistently used in nurse education. Therefore, their effects on nursing students’ academic performance warrant comparison. This study compared the effects of PBL and SDL on an adult nursing university curriculum. Participants in this quasi-experimental study with a pre-post non-equivalent control group design were 106 third-year nursing students divided into the PBL and SDL groups. Data collection, conducted from April to June 2019, included a pre-test before an eight-week intervention, followed by a post-test. Changes in the scores of each group were analyzed for learning motivation, self-directed learning ability, self-efficacy, learning confidence, learning satisfaction, and academic performance using paired and independent t-tests. The PBL group scored higher on learning motivation, self-directed learning ability, and academic performance than the SDL group. Based on these results, the PBL method was more effective than the SDL method in an adult nursing curriculum. To maximize the learning effect in adult nursing education, it is necessary to apply SDL education, including the PBL method, with a clearer learning process.

Effects of peer learning on nursing students' learning outcomes in electrocardiogram education

BackgroundNurses should have the ability to interpret electrocardiograms (ECGs) quickly and accurately, but their ECG interpretation skills may be suboptimal. The best evidence for effective teaching methods is lacking. ObjectivesThis study aimed to compare the effects of peer and self-directed individual learning methods on nursing students' learning flow, interpretation skills, and self-confidence in web-based ECG education. DesignThis study employed a nonequivalent control group with a pretest-posttest design.Settings.This study was conducted at two colleges of nursing in the Republic of Korea. ParticipantsNursing students were conveniently assigned to either a peer learning group (n = 45) or a self-directed individual learning group (n = 51). MethodsA self-administered questionnaire was used to measure the nursing students' learning flow and self-confidence in ECG rhythm interpretation. ECG interpretation skills were measured using a web-based interpretation skills test. Data were analyzed using a paired t-test and a two-sample t-test. ResultsNursing students in both groups showed improved learning flow, interpretation skills, and self-confidence after ECG education compared with before learning. However, there were no significant pretest-posttest differences in learning flow, interpretation skills, or self-confidence between the two groups. ConclusionsPeer learning was as effective as self-directed individual learning in improving nursing students' learning flow, interpretations skills, and self-confidence in web-based education. Nurse educators should educate nursing students to have optimal ECG interpretation abilities, and web-based peer or individual learning are effective education methods.

Impact of guided self-study on learning success in undergraduate physiotherapy students in Switzerland \u2013 a feasibility study of a higher education intervention

BackgroundGuided self-study (G-SS) can be used as a self-directed learning method or self-determined learning that fosters changes in knowledge and skills in a higher physiotherapy education setting. Until now, there has been no empirical evidence for the use of G-SS in higher physiotherapy education. This study aimed to investigate the feasibility to establish a G-SS program in a fulltime undergraduate physiotherapy degree course. In addition, the effectiveness of the G-SS was assessed on changes in knowledge and skills.MethodFifty-one first-semester physiotherapy students were randomly divided into a G-SS group or control group (CG). The G-SS group received six clinical cases. Each case was processed in an eight-day cycle. One week in advance, the clinical case were provided to the students electronically (day 1). The students prepared the cases in groups and were guided by the tutor during this preparation time (day 2 to 7). Group work results were presented and reflected on during a moderated plenum session at day 8. A priori criteria of success were defined based on empirical experience for the primary outcome parameters i) exposure, ii) responsiveness of students and iii) program differentiation. The secondary outcome was the total score in the objective structured clinical examination (OSCE) and written exams. Statistical analyses were conducted using SPSS.ResultsThe responsiveness of students as willing to participate in the G-SS program was 23%, clearly below the a priori set 83%. No differences in program differentiation were found. G-SS as compared to the CG scored significantly better on OSCE (p = 0.003) and on the written exam (p = 0.004).ConclusionThe results showed that this higher education G-SS program in its current form was not feasible. Slight modification of the study protocol (e.g. better time planning in the academic calendar) is needed to improve the student’s responsiveness. The adjustments to the timetable must allow the physiotherapy students to prepare the clinical cases under conditions of lower workload. G-SS has the potential to promote change in knowledge and skills in undergraduate physiotherapy students when students prepare and present the clinical case solutions and reflect upon their actions.Trial registrationRegistry of Efficacy and Effectiveness Studies, Registry ID: #1726.1 Registered on February 26th, 2019.

Effectiveness of Self-Directed Small-Group-Learning Against Self-Directed Individual-Learning Using Self-Instructional-Video in Performing Critical Emergency Procedures Among Medical Students in Malaysia: A Single-Blinded Randomized Controlled Study

BackgroundSelf-instructional-video is an effective self-directed learning method of clinical procedural skills. MethodA single-blinded randomized controlled study comparing small-group-learning and individual-learning was conducted to evaluate knowledge and skills retention of manual defibrillation and endotracheal intubation. Data were collected on knowledge, skill acquisition, and confidence, at pretest, post-test and retention at 6 months postintervention. ResultsSmall-group-learning demonstrated better outcomes on knowledge and skill acquisition of intubation compared to individual-learning. For defibrillation, both groups showed similar improvements in knowledge and skill acquisition. ConclusionSelf-directed small-group-learning is a better method for knowledge and skill acquisition, regardless of the procedure complexity.

The cultivation of self-directed learning in teaching mathematics

This study examined students’ ability to learn mathematics in a self-directed teaching environment. One of the main goals of the educational system is to nurture independent learners who can grow up to be inquisitive, critical, creative, and capable of piloting their own learning. This implies making a change in the way the role of the mathematics teacher is perceived in that the teacher must now become a mentor who supports and mediates learning, enabling students to construct a knowledge base of rules and methods in mathematics and acquire and experience ways of thinking that enable them to construct this knowledge.This qualitative study is based on interviews with four ninth-grade mathematics teachers and on in-class observations of teaching styles and teacher-student interactions. Our findings show that applying self-directed learning methods in class based on a constructivist approach to teach mathematics is an important factor in developing students’ creativity and thinking. These findings suggest that developing this model of teaching should be recommended to teachers. Accordingly, this study also proposes a model for staff development programs that foster self-directed learning in mathematics. The model proposes that increasing teachers’ awareness of their teaching process and training them to prepare learners to cope effectively with unfamiliar mathematical problems are goals to include in teacher training. This model of teaching may have far-reaching effects in pedagogy, e.g.: reducing drop-out numbers, improving achievements, and improving social interactions.Key words: constructivist approach, fostering thinking, self-directed learning, teaching mathematics.

Online Socialization Self-Directed Learning Video of Cardio Pulmonary Resuscitation (CPR) to Knowledge Attitudes and Stress Levels of Learning at PMR SMAN 1 Singosari

Introduction: Out of Hospital Cardiac Arrest (OHCA) is a cardiac arrest that happened outside the hospital.Incidence comparison OHCA two times more than the IHCA (Intra Hospital Cardiac Arrest), so efforts toincrease the number and capacity of by stabder CPR must be increased.Materials and Method: This study used a quasi-experimental design with a pretest-post test design witha control group. Responsden is divided into two groups, the treatment group and the control group. Thetreatment group was given CPR training using the Self-Directed Learning Video (SDLV) method withgoogle form media while the control group was given lecture method training.Results: The study stated that the respondent’s knowledge before the intervention 41.96 (± SD 2.368 CI= 40.96 - 42.96) increased up to 4.83 points. Attitudes before intervention 42.79 (± SD 4.579 CI = 40.96 -42.96) increased up to 7.42 points. Meanwhile, the score of learning stressor at home before the intervention19.79(±SD4.344CI=17.72-21.67)increase up to 4.68 points.Conclusion: The results of the study showed that Self-Directed Learning method with video that integratedinto the google form media, effectively increased the knowledge and attitudes of respondents. While thestress level of learning at homes ho wed increasing. However, CPR socialization that given is not the maincause of the stress.