The effectiveness of self-directed learning in pharmacology for second professional year medical undergraduates: Faculty and students’ perception.

Objective The shift toward competency-based medical education (CBME) emphasizes lifelong learning, critical thinking, and student-centered approaches. Self-directed learning (SDL) has been introduced to foster these competencies; however, its practical effectiveness and acceptance remain insufficiently evaluated. This study aimed to assess the effectiveness of SDL in improving pharmacological knowledge among second-year medical undergraduates and to evaluate the perceptions of both students and faculty regarding this teaching methodology. Material and Methods A prospective interventional study was conducted involving 150 2 nd -year MBBS students at a medical college in Jaipur. The SDL intervention focused on a topic from the Pharmacology subject. Tools included pre- and post-tests, case-based questionnaires, feedback forms, and supplementary resources (e.g., videos, keywords). Statistical analysis using paired t-tests and McNemar tests was applied to evaluate knowledge gain and cognitive domain-specific learning. Results Of the 150 students, data from 116 who completed both sessions were analyzed. Post-test scores showed significant improvement across most domains of Bloom’s Taxonomy, particularly in remembering, application, and evaluation ( p <0.05 for 7/10 questions). Student feedback indicated enhanced engagement, understanding, and clinical correlation, with 83-94% agreement on key metrics. Facilitators reported increased student interaction and recommended wider implementation with adequate resource support. Conclusion SDL effectively improved pharmacological knowledge and was well-received by students and faculty. It promoted engagement, critical thinking, and clinical relevance. Structured and periodic implementation of SDL could enhance undergraduate medical education, provided logistical challenges and resource needs are addressed.