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Team-based self-directed learning enhanced students' learning experience in undergraduate surgical teaching.

S K Sim1, N Myo2, M Sohail2

  • 1Universiti Malaysia Sarawak, Faculty of Medicine and Health Sciences, Department of Surgery, Kota Samarahan, Sarawak, Malaysia. sksim@unimas.my.

The Medical Journal of Malaysia
|January 30, 2023
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Summary

Team-based self-directed learning (SDL) significantly improved surgical knowledge in Year 5 medical students compared to conventional SDL. This collaborative approach enhances learning and teamwork in surgical education.

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Area of Science:

  • Medical Education
  • Surgical Training
  • Pedagogy

Background:

  • Undergraduate surgical education requires effective teaching strategies.
  • Self-directed learning (SDL) is a key component of medical training.
  • Evaluating innovative SDL methods is crucial for improving surgical postings.

Purpose of the Study:

  • To assess the efficacy of team-based self-directed learning (SDL) versus conventional SDL.
  • To determine the impact of team-based SDL on undergraduate Year 5 surgical posting outcomes.

Main Methods:

  • A quasi-experimental study involving 174 Year 5 medical students.
  • Comparison of team-based SDL and conventional SDL groups.
  • Pre- and post-assessment of surgical topic understanding and student feedback collection.

Main Results:

  • The team-based SDL group achieved significantly higher post-assessment scores (74.70 ± 6.81) than the conventional SDL group (63.77 ± 4.18).
  • Students reported that the team-based SDL method positively facilitated their learning process.
  • Statistical significance was confirmed with t = -12.72, p < 0.01.

Conclusions:

  • Team-based SDL is an effective strategy for teaching the Year 5 surgical posting.
  • This method fosters peer discussion and collaboration to meet learning objectives.
  • The findings support the integration of team-based SDL in surgical curricula.