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The efficacy of self-directed learning versus problem-based learning for teaching and learning ophthalmology: a
Ihab Shafek Atta1,2, Ali Hendi Alghamdi3
1Pathology Department, Faculty of Medicine, Assuit Branch, Al-Azhar University, Cairo, Egypt, Ihab.bassyouny@azhar.edu.eg.
Advances in Medical Education and Practice
|September 21, 2018
Summary
Self-directed learning (SDL) showed lower effectiveness in ophthalmology compared to problem-based learning (PBL). Integrating discussions can enhance student readiness with SDL in medical education.
Area of Science:
- Medical Education
- Ophthalmology
- Curriculum Development
Background:
- Self-directed learning (SDL) and problem-based learning (PBL) are key for lifelong learning in integrated medical curricula.
- The effectiveness of SDL in clinical settings, particularly ophthalmology, requires further investigation.
Purpose of the Study:
- To compare the effectiveness of SDL versus PBL in an ophthalmology course.
- To assess student readiness and performance in ophthalmology using different learning modalities.
Main Methods:
- A cross-sectional study involving fifth-year medical students in an ophthalmology course.
- SDL involved case-based scenarios; PBL included three sessions.
- Performance was evaluated using 30 multiple-choice questions (MCQs) and compared with an ear, nose, and throat (ENT) control course.
Main Results:
- Students using PBL in ophthalmology achieved higher scores than those using SDL (p = 0.009).
- SDL in ophthalmology resulted in lower scores compared to SDL in the ENT course (p = 0.0308).
- Significant differences were found between ophthalmology SDL and ENT PBL (p = 0.0372).
Conclusions:
- SDL appears less effective than PBL in promoting self-readiness for ophthalmology.
- Periodic small group or panel discussions are recommended to augment SDL effectiveness.
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