ArticleAdvances in medical education and practice2018
The efficacy of self-directed learning versus problem-based learning for teaching and learning ophthalmology: a comparative study.
Article in Advances in medical education and practice, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers, 2 of them syntheses that pooled it.
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Who cites it
17 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Self-directed learning assessment practices in undergraduate health professions education: a systematic review.Medical education online · 2023Pooled it
- Theoretical Frameworks in Medical Education: Using a Systematic Review of Ophthalmology Education Research to Create a Theory of Change Model.Journal of graduate medical education · 2022Pooled it
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- Schema: A Quantified Learning Solution to Augment, Assess, and Analyze Learning in Medicine.Cureus · 2025Article
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- Sociocultural factors affecting first-year medical students' adjustment to a PBL program at an African medical school.BMC medical education · 2024Article
- Self-determination theory in ophthalmology education: factors influencing autonomy, competence and relatedness in medical students.Medical education online · 2023Article
- Effectiveness of Journal Club Presentation as a Learning Modality in the Endocrinology and Endocrine Surgery Module in an Integrative Undergraduate Medical Curriculum.Advances in medical education and practice · 2023Article
- Do learning style preferences influence the cumulative gross point average and self directed learning hours in dental students: a preliminary study.BMC medical education · 2022Article
- Design and Evaluation of Interprofessional Training Program for Healthcare Students from Collectivistic Culture.Medical science educator · 2022Article
- The Prevalence of Stress Among Medical Students Studying an Integrative Curriculum During the COVID-19 Pandemic.Advances in medical education and practice · 2022Article
- Self-Directed Learning versus Problem-Based Learning in Korean Nurse Education: A Quasi-Experimental Study.Healthcare (Basel, Switzerland) · 2021Article
- Undergraduate Ophthalmology Teaching in Saudi Arabia: Assessment, Analysis, and Comparisons.Advances in medical education and practice · 2021Article
- Perception of Pathology of Otolaryngology-Related Subjects: Students' Perspective in an Innovative Multidisciplinary Classroom.Advances in medical education and practice · 2020Article
- The Effects of Group Discussion and Self-Learning on Nursing Students' Civility.Iranian journal of nursing and midwifery researchArticle
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Authors and funding
2 authors.
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Abstract
introductionSelf-directed learning (SDL) and problem-based learning (PBL) are fundamental tools to achieve lifelong learning in an integrated medical curriculum. However, the efficacy of SDL in some clinical courses is debated.
aimThe aim of the study was to measure the effectiveness of SDL for an ophthalmology course in comparison with PBL.
methodsA cross-sectional study was conducted with fifth-year medical students enrolled in an ophthalmology course. SDL comprised four case-based scenarios guided by several questions. PBL comprised three sessions. An ear, nose, and throat (ENT) course was selected for comparison as a control. At the end of the course, 30 multiple-choice questions (MCQs) for both SDL and PBL were assessed and analyzed against their counterparts in the ENT course by an independent
resultsFor the SDL component of the ophthalmology course, the number and percentages of students attaining high (n = 6/60, 10%) and moderate (n = 15/60, 28.3%) scores on an MCQs written exam were evaluated. For the PBL component, high scores were seen for 23.3% (n = 14/60), and moderate scores for 33.3% (n = 20/60) of the participants. For the SDL component of the ENT course, the number and percentages of students attaining high (n = 14/60, 23.3%) and moderate (n = 17/60, 28.3%) scores were recorded. For the PBL component, high (16/60, 26.6%) and moderate (17/60, 28%) scores were recorded. Significant
conclusionSDL appears to be less valuable for promotion of self-readiness. Periodic discussions in small groups or by panel discussion are strongly recommended for students to enhance readiness with SDL.
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