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Related Experiment Videos

Medical student evaluation of self-selected learning modules

C L Gjerde1, G C Xakellis, S S Schuldt

  • 1Department of Family Practice, University of Iowa, Iowa City.

Family Medicine
|July 1, 1993
PubMed
Summary

Second-year medical students identified learning needs in clinical skills and physician issues. Self-directed learning (SDL) enabled resource utilization, though some chosen resources, like videotapes, were rated poorly.

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Area of Science:

  • Medical Education
  • Self-Directed Learning
  • Student Needs Assessment

Background:

  • Investigating educational strategies for medical students.
  • Assessing the effectiveness of self-directed learning (SDL) in medical curricula.

Purpose of the Study:

  • Determine second-year medical students' self-directed learning needs.
  • Identify resources selected by students to meet these needs.
  • Evaluate the effectiveness of chosen educational resources.

Main Methods:

  • Medical students participated in a 24-hour self-directed learning module activity.
  • Students could choose from provided options or create custom study modules.
  • Evaluations of module effectiveness were collected from students.

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Main Results:

  • Key learning needs included history/physical examination, diagnosis, emergency procedures, and physician-related issues.
  • Most utilized modules were videotapes (52%), computer-aided instruction, labs, and seminars.
  • Module ratings varied: SDL (4.3), labs (4.0), seminars/slide-tapes/computers (3.65), videotapes/books (3.25).

Conclusions:

  • Self-directed learning facilitated access to diverse educational resources for medical students.
  • Students demonstrated capability in identifying and utilizing resources for their learning objectives.