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Student selected components: student-designed modules are associated with closer alignment of planned and learnt
Michael J Murphy1, Rohini De A Seneviratne, Olga J Remers
1Centre for Academic Clinical Practice, University of Dundee, Scotland, UK. m.j.murphy@dundee.ac.uk
Medical Teacher
|November 3, 2009
Summary
Student-designed medical modules show improved alignment between planned and learned outcomes, particularly in decision-making skills. This highlights the benefits of student-directed learning in medical education.
Area of Science:
- Medical Education
- Curriculum Development
- Student-Directed Learning
Background:
- Student selected components (SSCs) are optional modules outside the core curriculum.
- Discrepancies exist between intended and actual learning outcomes in SSCs.
- The impact of student input on module planning and learning outcomes is not well understood.
Purpose of the Study:
- To compare student perceptions of learning outcomes in self-proposed SSCs before and after module completion.
- To assess alignment between planned and learned outcomes using the 'Dundee learning outcomes' template.
Main Methods:
- Students indicated perceived learning outcomes for self-proposed SSCs pre- and post-completion.
- The chi-squared test analyzed changes in student perceptions of learning outcomes.
Main Results:
- A significant increase in perceived learning outcome 10 (decision-making skills) was observed post-completion (96.3% vs. 90.0%, p=0.02).
- No significant global differences in other learning outcomes were found.
- Individual outcome perception shifts varied, with a 19.6% increase for practical procedures.
Conclusions:
- Increased student involvement in module planning correlates with better alignment of planned and learned outcomes.
- Findings support the value of student-directed learning approaches in medical education.
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