PERCEPTION OF FIRST-YEAR MEDICAL STUDENTS REGARDING SELF-DIRECTED LEARNING AND CONVENTIONAL LECTURING IN PHYSIOLOGY THROUGH ACTIVITY FEEDBACK
DOI:
https://doi.org/10.69656/pjp.v19i3.1534Keywords:
Self-directed learning, critical reflection, Medical education, problem based learning, Conventional teaching, Physiology teachingAbstract
Background: In order to transform the healthcare professionals into lifelong learners, it is important to develop self-directed learning (SDL) skills in their early study years. Students engaged in SDL can complete their learning assignments and can be transformed into lifelong learners. The objective of this study was to evaluate the improvements in perception of students by integrating principles of SDL activity in conventional curricular system in a 4-week first-year MBBS respiratory module. Methods: It was a descriptive cross-sectional survey conducted in Ayub Medical College Abbottabad on First Year MBBS (2020–2021) batch, where the module coordinator assigned respiratory insufficiency case-based studies to 1st Year medical students. Students were asked to give response to 20 questions on standard questionnaire proforma. Students were asked to reflect on how this assignment affected their perception of SDL skills and improvement in learning. Students strongly agreed, agreed, neither agree nor disagree, disagree, and strongly disagree about the 20 responses on Likert scale. For simplification, descriptive parameters were modified to numerical values which were then used to analyze responses on MS Excel. Results: Feedback response rate was 80% (177, 99 males and 78 females). Frequency of responses was recorded both for conventional teaching (CT) and SDL. There was marked variation in responses, both for SDL and conventional method of teaching. Conclusions: The students positively perceived the activity as a valuable learning experience. SDL assignments can be successfully implemented in pre-clinical courses and show improvements in their perception and learning skills.
Pak J Physiol 2023;19(3):46–50
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