A scintillating tale of the early stages of self-directed learning for future doctors in a growing medical college
DOI:
https://doi.org/10.18203/2320-6012.ijrms20251310Keywords:
Self-directed learning, Medical education, Assessment tool, Metacognition, Competency-based learningAbstract
Background: Self-directed learning (SDL) is a pivotal element in modern medical education, encouraging learners to take ownership of their learning process. In response to the National Medical Commission (NMC)'s mandate, this study aimed to assess the influence of SDL among preclinical and paraclinical students at AMCH (Arunai Medical College and Hospital) Tiruvannamalai, Tamilnadu, India.
Methods: Through mixed research methods, we evaluated the awareness of SDL, faculty perceptions, and student learning outcomes. The study involved the implementation of an innovative assessment tool, AMAI (Arunai Metacognitive Assessment Instrument), to track progress in the SDL process and eliminate bias.
Results: The study revealed increased student engagement, reflective practices, and improvements in analytical thinking at the metacognitive level. The AMAI assessment tool played a crucial role in ensuring consistency and tracking student development.
Conclusions: This research highlights the effectiveness of SDL in medical education, demonstrating its impact on student performance and faculty involvement. The AMAI tool serves as a structured framework for evaluating SDL implementation.
Metrics
References
Knowles MS. Self-Directing Learning: A Guide for Learners and Teachers. 1975.
Morris TH, Bremner N, Sakata N. Self-directed learning and student-centred learning: a conceptual comparison. Pedagogy, Culture & Society. 2023;1-20. DOI: https://doi.org/10.1080/14681366.2023.2282439
Ghosh K. Undergraduate medical education in India: need for total modification. J Hematol and Allied Sci. 2022;2(3):62-70. DOI: https://doi.org/10.25259/JHAS_28_2022
Garrison DR. Self-directed learning: Toward a comprehensive model. Adult Education Quart. 1997;48(1):18–33.
Guglielmino LM. Development of the self-directed learning readiness scale. University of Georgia .1977.
Kubo S, Amai K, Tanaka J, Niimi H. One-tube, two-step isothermal amplification of histatin 3 mRNA for saliva screening. Foren Sci International. 2023;352:111847. DOI: https://doi.org/10.1016/j.forsciint.2023.111847
Patra S, Khan AM, Upadhyay MK, Sharma R, Rajoura OP, Bhasin SK. Module to facilitate self-directed learning among medical undergraduates: Development and implementation. Journal of Education and Health Promotion. 2020;9(1):231. DOI: https://doi.org/10.4103/jehp.jehp_125_20
Sharma S, Chhatwal J. Perspectives of undergraduate medical students regarding competency-based curriculum. National Medical J of India. 2023;36(6):67-9. DOI: https://doi.org/10.25259/NMJI_461_2022
Farrell R. Reconsidering the relationship between generic and situated IL approaches: The Dreyfus model of skill acquisition in formal information literacy learning environments, part II. Library Philos and Prac. 2013;1:51.
Rana S, Kaur KN, Narad P, Walia K, Saeed S, Chandra A, et al. Knowledge, attitudes and practices of antimicrobial resistance awareness among healthcare workers in India: a systematic review. Front Public Health. 2024;12:1433430. DOI: https://doi.org/10.3389/fpubh.2024.1433430
Garrison DR. Self-directed learning: toward a comprehensive model. Adult Education Quart. 1997;48(1):18-33. DOI: https://doi.org/10.1177/074171369704800103
Gupta A, Kumar S. Role of Indian medical graduates as the point of contact in health care delivery. Journal of Fam Med and Prim Care. 2020;9(6):3021-5.
McLeod SA. The Learning Style Inventory. Available at: www.simplypsychology.org. Accessed on 19 December 2024.
Anshu, Gupta P, Singh T. The concept of self-directed learning: implications for practice in the undergraduate curriculum. Indian Pediatr. 2022;59(4):331-8. DOI: https://doi.org/10.1007/s13312-022-2501-x
Downloads
Published
How to Cite
Issue
Section
