Developing and introducing structured cooperative self-directed learning activities for undergraduate medical students

Abstract

Objectives: The National Medical Commission of India introduced Competency-based Medical Education in 2019 mandated duration allocation for the self-directed learning (SDL) activity in each course throughout the undergraduate medical programme. A successful implementation requires a structured methodology for the introduction of SDL activities for the undergraduate learner. The objectives of this study were as follows: (1) To develop and implement structured cooperative self-directed learning (Sc-SDL) activity for 1st-year medical students. (2) To explore perceptions of students for the developed process (Sc-SDL). Materials and Methods: A prospective cohort study for 1st-year medical students was initiated, exposing them to three Sc-SDL activities having sessions in a blended manner. The formative assessment score was analysed by mean, standard deviation and paired t-tests. A validated learner feedback questionnaire was submitted by the participants, which was analysed by the Friedman rank test and satisfaction index. Analysis for open-ended questions from the participants 3 months after completion of the course was by thematic analysis manually. Results: The academic score for topics taught through the Sc-SDL approach ranged from 67.62 ± 21.72 to 83.72 ± 24.34 (Activity-1–3), showing significant differences in scores for Activity-1 with 2, and Activity-1 with 3. The maximum satisfaction index score and Friedman rank, from the learner feedback questionnaire were for item 8 (8.80; 93.6%) and the minimum for item 10 (3.28; 57.83%). Three major themes other than suggestions for improvement were identified from the open-ended questionnaire. Conclusion: The Sc-SDL approach showed an increase in academic gain, thus enhancing the cognitive approach of the learner. The activity encouraged undergraduate students to attain attributional and social skills such as team-building, sharing, presentation skills and time and conflict management. However, input from other stakeholders needs to be considered.