Two Novel Approaches for the Implementation and Assessment of Self-Directed Learning in the Pre-Clinical Medical School Curriculum

Abstract

Abstract Introduction: Self-directed learning (SDL) is a process in which learners diagnose their learning needs, formulate learning goals, and identify appropriate resources to close the knowledge gap. While there has been a growing emphasis on medical schools incorporating SDL into their curriculum, implementation can bring challenges. The objective of this study was to assess student satisfaction as well as content mastery after implementing two novel models of SDL into our pre-clinical curriculum. Methods In the first model instructors provided a detailed clinical vignette (topic: anticoagulants; Cardio-Renal system) to the students, who were then instructed to identify a learning objective, identify appropriate resources, and submit their findings on the learning management software. Instructors provided individual narrative feedback to the students based on a well-defined rubric. In the second model, the faculty designed a series of questions/learning objectives based on a chosen topic (COVID-19). The students were divided into small groups of 5–6. Each group chose a clinical question, found original research papers that addressed their learning objective, and then presented the findings to their peers. The faculty provided narrative feedback based on their presentation guided by a rubric. The authors conducted a cross-sectional survey of the second-year students who participated in the program (n = 158/175; 90%). Survey items measured students' approach towards SDL, thoughts on the role of SDL in their learning process, and factors influencing their engagement and satisfaction. Finally, we analyzed students’ content mastery on the topic covered by SDL in the internal assessments using a cognitively diagnostic assessment called the Deterministic Input, Noisy “And” Gate (DINA) model. Results Students reacted positively in the survey with 69% percent of the respondents reporting that SDL reinforced their learning and 66% agreeing that it helped their development as lifelong learners. DINA model analysis showed that 91% of the students attained the skills necessary to answer questions on “COVID-19”. Conclusions Other medical schools can easily adapt the two innovative approaches described here. In the next phase, the methods will be further refined and elaborated into other systems based on student feedback.