Implementing and evaluating an integrated self-directed learning method for 1^st phase medical graduate students: A...

As medical knowledge evolves rapidly, fostering lifelong learning skills among medical students is critical. The National Medical Commission's Competency-Based Medical Education curriculum emphasizes self-directed learning (SDL), allocating 200 hours across medical education, with 85 hours in the first phase. However, transitioning first-year students from traditional learning to SDL presents a challenge. This study explored an integrated SDL approach that combines anatomy, physiology, and biochemistry to enhance student readiness and interdisciplinary understanding. To evaluate the effectiveness of an integrated SDL approach on first-year medical students' understanding of jaundice and readiness for SDL using interdisciplinary collaboration and pre- and post-assessments.

A quasi-experimental, pre-post design was conducted at Datta Meghe Medical College, Nagpur, involving collaboration among the Anatomy, Physiology, and Biochemistry departments. Participants (n = 140) completed the Self-Directed Learning Readiness Scale (SDLRS) and pre/post-tests assessing knowledge of jaundice. The students engaged in a structured, integrated SDL session with defined learning objectives, faculty facilitation, and resource access. Feedback was collected through structured questionnaires and open-ended responses. The Wilcoxon signed-rank test was used to evaluate pre- and post-test score differences. Quantitative feedback was analyzed using response percentages, and thematic analysis was applied to the qualitative data.

Post-test scores (mean: 12 ± 1.5) significantly improved from pre-test scores (mean: 8 ± 2; P < 0.05). SDLRS scores increased from 100 ± 20 to 260 ± 20 post-orientation. Feedback highlighted the enhanced interdisciplinary understanding and motivation for integrated SDL. The faculty identified challenges in facilitation and suggested improvements, including clinical case integration.

Integrated SDL effectively enhanced knowledge, SDL readiness, and interdisciplinary understanding, aligning with the CBME goals. Future research should explore the long-term impact of diverse medical topics and settings.