Self-Directed Learning Strategies: A Comparative Evaluation of Facilitated and Self-Paced Methods

Self-directed learning (SDL) is a process in which the learner takes initiative, defines learning objectives, and achieves the learning outcome. One of the roles of an Indian medical graduate (IMG) as per the competency-based medical education (CBME) curriculum, is to become a lifelong learner, which can be achieved by SDL. The strategies used for the implementation of SDL may be facilitated, in which the faculty facilitates learning, and self-paced SDL is without a facilitator. The studies using either one of these strategies have been done so far. Hence, this study was conducted to compare the effectiveness of both strategies and evaluate their impact on learning outcomes. To compare the effectiveness of facilitated and self-paced learning as two strategies of SDL. Materials and methods: A prospective, interventional study was conducted in the Department of Biochemistry and included 119 students in the first year of MBBS in a medical college attached to a tertiary care teaching hospital in Pune. The department faculty were sensitized about SDL, and the topic for SDL was finalized. The first session of SDL was sensitizing the students about SDL and conducting a validated multiple-choice question-based pre-test on the topic of enzyme inhibition and clinical enzymology. The students were divided into four batches by convenience sampling, out of which two batches were allotted to the facilitated SDL group and two batches to the self-paced SDL group. There was a 14-day intersession period during which learning resources were shared and discussions were conducted in the facilitated group. In the second session following this period, a post-test was conducted, and a debriefing was done to cover the learning gap. Feedback using an online form was taken from both students and faculty. There was improvement in marks obtained in pre- and post-tests in both facilitated (21.27 and 52.55) and self-paced (21.07 and 45.36) SDL groups, which was statistically significant (p<0.001). There was a difference in the post-test marks of the facilitated (52.55) and self-paced groups (45.36), which was statistically significant (p<0.001). Conclusion: The lifelong learning skill can be fostered by incorporating SDL in their curriculum. The SDL module needs to be carefully chosen and designed as per training needs, resources available, and learners' profiles. The CBME biochemistry curriculum has a lot of scope for covering some part of the syllabus by SDL, and also includes core competencies in the future. SDL can be undertaken using facilitated and self-paced strategies, which promote self-motivation, accountability, and critical thinking to achieve learning objectives. Thus, methodical SDL conducted using these strategies will pave the way for students to be lifelong learners by incorporating it into their curriculum.