Implementation and evaluation of a self-directed learning activity for first-year medical students

Area of Science:

• Medical Education
• Student Learning Strategies

Background:

• Developing self-directed learning (SDL) skills is crucial for medical students' success and lifelong professional competence.
• Accreditation bodies like the Liaison Committee on Medical Education (LCME) mandate SDL skill development in preclinical medical education.
• This study addresses the need for effective SDL activities in early medical training.

Purpose of the Study:

• To evaluate the feasibility and effectiveness of a case-based self-directed learning activity for first-year medical students.
• To assess student perceptions of workload, collaboration, knowledge acquisition, and SDL skill development.

Main Methods:

• A 6-week course incorporated infectious disease case studies for teams of first-year medical students.
• Students individually identified knowledge gaps, found scholarly sources, shared information, and reflected on their learning process.
• Descriptive statistics and thematic analysis were used to analyze student survey responses and reflections.

Main Results:

• High student agreement (85-97%) on appropriate workload, equitable distribution, timely contributions, and project value.
• 92% of students reported enhanced clinical knowledge acquisition.
• 85% of students reported improved lifelong learning skills.
• Thematic analysis revealed key themes: self-learning skills, collaboration, application, and meta-cognition.

Conclusions:

• A case-based self-directed learning activity was successfully implemented in a first-year medical course.
• Students perceived the activity as a valuable experience for developing essential SDL and lifelong learning skills.