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Self-Directed Learning Versus Traditional Teaching in Learning Gross Anatomy Among First-Year Medical Students: A

Sharmistha Biswas¹, Nilima R Thosar², Phalguni Srimani¹

¹Department of Anatomy, Calcutta National Medical College, Kolkata, IND.

|September 10, 2024

Summary

Structured self-directed learning (SDL) is as effective as traditional anatomy teaching for medical students. This approach offers a viable alternative given reduced anatomy teacher numbers and increasing student enrollment.

Keywords:

gross anatomy liver medical education self-directed learning (sdl)traditional teaching methods

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Area of Science:

Medical Education
Anatomy Education
Pedagogy

Background:

Medical education faces reduced anatomy teaching time and fewer instructors.
A shift towards competency-based, technology-driven learning necessitates new pedagogical approaches.
Self-directed learning (SDL) is crucial for medical students but requires structured implementation.

Purpose of the Study:

To evaluate the effectiveness of structured self-directed learning (SDL) for gross anatomy.
To compare SDL with traditional teaching methods for learning about the liver.
To assess the suitability of SDL in the context of current medical education challenges.

Main Methods:

An interventional comparative study involving 60 first-year medical students in Kolkata, India.
Two batches were formed: one received traditional lecture-based teaching, the other engaged in structured SDL.
Learning outcomes were assessed using validated pre-test and post-test questionnaires.

Main Results:

Both traditional teaching and SDL significantly improved student post-test scores compared to pre-test scores.
The mean post-test scores for traditional teaching were slightly higher than for SDL.
The difference in learning outcomes between the two methods was not statistically significant.

Conclusions:

Structured SDL is nearly as effective as traditional demonstration/prosection for learning gross anatomy.
SDL presents a practical alternative for teaching anatomy, especially given teacher shortages.
Further research with larger sample sizes is recommended for more conclusive findings.