Fatima Shamsuddin 1 , Laila Mohamed Ilias 2 , Sily Sreedharan
BACKGROUND Newer learning methods like Self-Directed Learning (SDL) are being experimented in medical education. SDL has been advocated as an effective learning strategy for medical students to achieve competency. MATERIALS AND METHODS This is a comparative study done on 98 second year MBBS students. They were divided into 2 batches (Batch A and B) of 49 each. On the first day, Batch A was given a didactic lecture (1 hour), while Batch B underwent a self-study session (1.5 hours) with all the study materials provided. A pre and post-questionnaire (15 MCQs) was administered. On the second day, the batches were reversed and another similar topic was dealt with. A pre and post-test questionnaire was administered. RESULTS There was statistically significant gain in knowledge following both methods of learning, but the gain in knowledge was more following traditional lecture. The mean (±SD) value of the score of gain in knowledge was 3.99±1.88 (n=98) for the batch of students who had didactic lecture while the mean (±SD) gain in knowledge for the batch who underwent SDL was 2.63±2.31 (n=98). A paired t-test comparing didactic lectures with self-directed learning also showed that the scores following didactic lectures were more compared to SDL and the results were statistically significant. An independent t-test comparing didactic lectures to SDL also showed statistically significant gain in knowledge following didactic lectures. CONCLUSION For second year medical students, traditional didactic lectures are more effective compared to self-directed learning. A feedback from students pointed out the fact that a judicious combination of both is desirable compared to either method used alone.
