Effectiveness of integrated self-directed learning in the form of case-based learning to promote active learning among second-year MBBS students.

Abstract

Background: Self-directed learning (SDL), which is related to the management of lifelong learning for better outcomes, is one of the most effective teaching techniques for adult learners. This study aims to see effectiveness of integrated SDL in the form of case-based learning (CBL) to promote active learning among second-year MBBS students, assess the learning gain, and find student's perception regarding integrated SDL in the form of CBL.

Materials and methods: A cross-sectional study was conducted on second-year MBBS students in Nagpur. Block teaching (integrated topics of Microbiology, Pathology, and Pharmacology) of different topics, followed by SDL-CBL session, was conducted. Modules for integrated SDL were prepared. Pretest and posttest using MCQs as an assessment tool and students' feedback about SDL-CBL sessions were collected. Learning outcome was assessed by quantitative methods like comparison of pre- and posttest scores and learning gain was calculated by appropriate formulas.

Result: Analysis of pretest and posttest scores was done which showed an increase in score after posttest for each session. ALG, RLG, and class average normalized gain were calculated. Learning outcome by assessment of learning gain showed significant observations. More than 90% of students had given a Likert's scale scoring of 5 (strongly agree) on about integrated SDL feedback.

Conclusion: Block teaching, followed by integrated SDL-CBL modality, was found to be effective for in-depth and meaningful understanding of the topic. It fosters peer engagement, produces higher application-based knowledge, and makes learning more interesting.