implementation and evaluation of self-directed learning activity in biochemistry for first-year mbbs students

Background: self-directed learning (sdl) is an essential teaching-learning method for transforming medical students into lifelong learners. in sdl, learners are responsible for undergoing their learning process and gradually shifting learning control from teacher to themselves. however, first-year mbbs students are in need of receiving training and support to become self-directed learners. hence, the present study aimed to evaluate the outcomes of adopting sdl alone as well as supplementing sdl with a lecture for first-year mbbs students in biochemistry. objectives: implementation of self-directed learning activity in biochemistry and evaluation of its outcome for first-year mbbs students. methods: a cohort study was carried out to investigate first-year mbbs students in the department of biochemistry at svims, tirupati. the study was conducted in two sessions. in session one, lecture cum sdl was implemented; whereas in session two, only sdl was employed. a pre-and post-test was performed before and after completion of both sessions. pre- and post-test answer sheets were evaluated, and students’ perception forms were analysed. results: there was a statistically significant increase in post-test scores compared to pre-test scores. moreover, there was a statistically significant increase in post-test scores of lecture cum sdl session compared to post-test scores of sdl session alone. conclusions: overall performance of the students was improved when a topic was taken as a didactic lecture followed by an sdl session; this may have been indicative of an improvement in learning outcomes when adopting sdl module.