Self Directed Learning (SDL), an Effective Method for Teaching Physiology to Medical Students

Background: Self-directed learning (SDL) is considered a vital learning parameter in health professions studies. This dynamic technique helps the medical graduates to take initiative for solving their learning problems and become a lifelong learner to meet the challenges in health care profession. Methods: The 100 students of first year M.B.B.S were randomly divided into two batches of 50 students each. In first session both batches were given one hour lecture on “Physiological Causes of Different Types of Shocks”. Then an SDL session was conducted on the same topic to “Batch A” only. At the end of session both batches were evaluated by ten multiple choice questions (MCQ) to be solved in ten minutes. In the second session again both batches were given one hour lecture on another topic “Physiology of Platelets and Coagulation”. This time SDL session was conducted to “Batch B” followed by MCQs test for a maximum of 10 marks to both batches. Results: The mean scores on first topic are 6.5±1.47 and 4.8±1.38 for Batch A and B. Similarly the mean scores on second topic for Batch B and Batch A are 6.3±1.14, 4.6±1.42 respectively. The students attended additional SDL session scored higher marks as compared to students who attended the lecture only. The P value is statistically significant in both cases. Conclusion: SDL can be used as an additional tool of learning along with didactic lectures in medical studies.