Teacher-facilitated structured self-directed learning module for phase 1 MBBS students in physiology

Abstract Background: Though accepted globally as an effective learning strategy, the right approach for self-directed learning (SDL) is still controversial. There is no subject-specific guidance by the National Medical Commission for SDL in India, leading to inconsistent outcomes across the country. In the present study, we attempted to design and implement a structured module for SDL in physiology and evaluated its acceptability and effectiveness among the students and the faculties. Methods: It was a quasi-experimental educational study done on 138 phase 1 MBBS students and 11 faculties of physiology. In the first contact session, students were given a trigger on the selected topic and asked to generate their own learning objectives from it. Teachers guided them in this process and about books and literatures to be consulted. After 7 days, students came back and joined a group discussion facilitated by teachers. A multiple choice question-based test was taken at the end. Feedback about the session was obtained from both students and the faculty. Results: In the class test, 74.6% students scored ≥ 60%. The majority of students and faculties liked this learning approach and found it to be effective (Satisfaction indexes for faculty and students were 93% and 78%, respectively). Students opined for including more topics and more hours for SDL. Selecting topics, facilitating discussion, suggesting literatures, and solving queries emerged as fundamental roles of teachers in an SDL session from the feedback. Discussion and Conclusion: SDL initiated by an optimum trigger and facilitated by a teacher may be an effective approach for learning by the students