Background: Active learning methods like Self-directed learning and problem oriented learning are considered to be an important methods of learner centred approach of imparting knowledge in under graduate medical curriculum through integrated approach.
Aim and objectives: To analyse and compare the efficacy of self-directed learning and problem oriented approach for physiology subject among first year MBBS students.
Material and methods:
The present study was conducted among 250 students of Phase I MBBS during the year 2019 for physiology course for cardiorespiratory modules. Group A (n=125) was administered with self- directed learning sessions, while group B (n=125) was administered with problem oriented learning session for the same topics. Following each session an objective assessment was conducted for all the topics covered in SDL and POL sessions and was assessed and analysed using unpaired t test.
Results: Group A for self-directed learning sessions (group A) of cardiovascular physiology based on the analysis of the marks of objective type assessment; Maximum marks were obtained by 25.6% (32/125); while moderate marks 21.6% (27/125) by the students of Group A. Maximum marks were obtained by 31.2% (39/125) and moderate marks were obtained 47.2% (59/125) by the students for which significant difference in the p values was noted (n=0.008). For SDL sessions of respiratory system module (group A); maximum marks were obtained by 24% (30/125) ; while moderate marks by 23.5% (29/125) of students; for problem oriented sessions maximum marks were obtained by 32.8% (41/125) and moderate marks were obtained by 48% (60/125) students; Significant variations were found in both modules test scores (n=0.008) (n=0.009).The analysis of SDL and POL against the total scores of students in their internal assessment showed considerable differences between students attaining scores 80–89% in SDL and PBL, between 70–79% for both SDL and PBL with p values of =0.0192, and 0.01184, 0.0190, and 0.01179 respectively.
Conclusion: Problem oriented learning sessions seems to be more effective way of delivering the concept as compared to self-directed learning sessions. There is a need of time for creating awareness and readiness of the learner for such type of learner centred active learning methods.