ArticleJournal of education and health promotion2026
Implementing and evaluating an integrated self-directed learning method for 1
Article in Journal of education and health promotion, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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5 authors.
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Abstract
backgroundAs medical knowledge evolves rapidly, fostering lifelong learning skills among medical students is critical. The National Medical Commission's Competency-Based Medical Education curriculum emphasizes self-directed learning (SDL), allocating 200 hours across medical education, with 85 hours in the first phase. However, transitioning first-year students from traditional learning to SDL presents a challenge. This study explored an integrated SDL approach that combines anatomy, physiology, and biochemistry to enhance student readiness and interdisciplinary understanding. To evaluate the effectiveness of an integrated SDL approach on first-year medical students' understanding of jaundice and readiness for SDL using interdisciplinary collaboration and pre- and post-assessments. MATERIALS AND
methodsA quasi-experimental, pre-post design was conducted at Datta Meghe Medical College, Nagpur, involving collaboration among the Anatomy, Physiology, and Biochemistry departments. Participants (
resultsPost-test scores (mean: 12 ± 1.5) significantly improved from pre-test scores (mean: 8 ± 2;
conclusionsIntegrated SDL effectively enhanced knowledge, SDL readiness, and interdisciplinary understanding, aligning with the CBME goals. Future research should explore the long-term impact of diverse medical topics and settings.
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