Hyperlinked case presentation to promote self‐directed learning

Context and setting In 1998, our medical school, 1 of 38 medical schools in the Philippines, changed its curriculum from a traditional to a hybrid problem-based learning type. This curriculum allotted a 4-hour session twice per week for tutorials, 1−2 hours per day for lectures, 3 hours twice per week for laboratory work and 4 hours thrice per week for independent study time. Independent study time is not structured and comprises protected study time for students to learn individually. Why the idea was necessary Students pursue separate learning issues emerging from tutorials and report to each other about them, limiting the opportunity for individual pursuit of knowledge over a range of learning issues. Faculty hypothesised that individual casework could be a way to better identify knowledge deficits and increase experience in self-directed learning. What was done Electronic slide presentations on 3 cases (hyperbilirubinaemia in newborn infants, and dengue haemorrhagic fever and tuberculosis in children) were developed by 3 faculty members from the Department of Paediatrics, using PowerPoint™ format, for voluntary use by students during their independent study time for the duration of the 6-week module. Each case had specific learning objectives and included an average of 50 slides with hyperlinks to files that provided additional resource material, such as journal articles, graphic aids and synopses of text resources. At the end of each case, a self-assessment quiz was used to give students feedback on their understanding of the case material. Student opinion regarding their learning based on the use of these cases was obtained using self-administered questionnaires and a focus group discussion. Participating faculty opinion was obtained using a semistructured interview. Evaluation of results and impact Overall, 88% of the students (n = 165) reported that cases improved their understanding of course material and helped them to better select reading materials to address their learning needs. A total of 89% of them agreed that cases adequately addressed the learning objectives. Faculty indicated that cases decreased the need for as many lectures, facilitated the teaching of concepts, gave students more responsibility for their learning, and improved use of independent study time. Both faculty and students agreed that the strategy was useful, but could have been more engaging if there had been more electronic animations and if the embedded self-evaluation had been conducted by computer rather than on paper. The results indicate that, even in a resource-constrained environment, the use of simple software like PowerPoint™ can promote the identification and pursuit of individual learning issues and help to better develop self-directed learning skills.