Abstract

Background: Self-directed learning (SDL) is an important adult learning educational approach where the learner makes all the effort to study on his own with or without the help of a facilitator. SDL gives the learner greater autonomy and freedom over his own learning process.

Aim and Objectives: (1) To compare lecture-based and SDL methodologies using pre-test and post-test on 1st year MBBS students in physiology. (2) To know the effectiveness of SDL methodology sessions from a student’s perspective using questionnaires.

Materials and Methods: The present study was conducted among 1st year MBBS students in the Department of Physiology. After taking ethical clearance from the institutional ethical committee, total of 150 students were divided into two groups comprising 75 each. Each group attended two sessions of SDL and lecture where pre-test and post-test was given in the form of MCQs. Pre-test and post-test scores of each session were compared. Student’s perspectives about SDL were assessed via questionnaires. Data entry and analysis were carried out using Microsoft excel datasheet and SPSS software (Ver. 22). The test of significance for paired data was done using Wilcoxon Signed rank test.

Results: In our study, it was found that the mean value of the post-test scores of SDL group were greater than that of the lecture session. Majority of students perceived the SDL sessions to be more effective. It helped them know their objectives and proactively establish their learning goal.

Conclusion: SDL sessions are more effective than lecture sessions in teaching physiology to 1st year MBBS students. It ensures that the learner becomes more independent, which is a highly desirable trait for a medical graduate.

Key words: Self-directed Learning; Lecture Session; Pre-test; Post-test