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Randomized Controlled Trial
. 2023 Dec;28(1):2204547.
doi: 10.1080/10872981.2023.2204547.

The positive impact of introducing modified directed self-learning using pre-small group discussion worksheets as an active learning strategy in undergraduate medical education

Ammara Yousaf  1 , Hira Moin  1 , Sadaf Majeed  1 , Riffat Shafi  1 , Sumreena Mansoor  2
Affiliations
Randomized Controlled Trial

The positive impact of introducing modified directed self-learning using pre-small group discussion worksheets as an active learning strategy in undergraduate medical education

Ammara Yousaf et al. Med Educ Online. 2023 Dec.

Abstract

Background: Directed self-learning (DSL) is an active learning approach where the learners are provided with predefined learning objectives and some facilitation through the learning process in the form of guidance and supervision. It can help establish a strong foundation for autonomous and deep learning.

Objective: The aim of this study was to introduce a modified form of DSL to second-year undergraduate medical students using pre-small group discussion (pre-SGD) worksheets. The authors intended to evaluate its effectiveness through theme assessment and investigate students' perceptions using a feedback questionnaire.

Methods: This was an analytical cross-sectional study. Modified DSL (MDSL) was introduced to 96 second-year undergraduate medical students in two themes. Students were divided randomly into two groups. One group was exposed to traditional DSL (TDSL), and the other was introduced to MDSL using pre-SGD worksheets for the first theme. Groups were reversed for the second theme. The activity was followed by a theme assessment, which was scored for research purpose only. The scores of this assessment were compared, and perceptions of the students were gathered using a validated questionnaire. Data were analyzed using IBM's statistical package of social sciences (SPSS) version 22.

Results: The comparison of theme assessment scores revealed statistically significant difference (P = 0.002) in median scores between control TDSL and experimental MDSL groups. The percentage of students scoring ≥80% in theme assessment was significantly higher in the experimental group compared to the control group (P = 0.029). This strategy was well perceived by the students in terms of acceptability and effectiveness as depicted by a high degree of agreement on the Likert-scale.

Conclusion: Modified DSL resulted in significant improvement in academic performance of undergraduate medical students. MDSL was also well perceived as an active learning strategy in terms of acceptability, effectiveness, and comparison with TDSL. [Figure: see text].

Keywords: Active learning; modified directed self-learning; pre–small group discussion worksheets; small group discussion; undergraduate medical education.

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Conflict of interest statement

No potential conflict of interest was reported by the authors.

Figures

Figure 1.
Figure 1.
Examples of exercises designed for pre–small group discussion worksheets.
Figure 2.
Figure 2.
Flow chart of the methodology of modified directed self-learning in a cohort of second-year undergraduate medical students.
Figure 3.
Figure 3.
Frequency analysis of responses with percentage of responses to questionnaire items. (a) Students’ responses to questionnaire items regarding acceptance of MDSL. (b) Students’ responses to questionnaire items regarding effectiveness of MDSL. (c) Students’ responses to questionnaire items regarding feasibility of MDSL. (d) Students’ responses to questionnaire items regarding comparison of MDSL with TDSL.
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