[The impact of a self-directed teaching approach on academic performance of medical students].

BACKGROUND

Students should be encouraged to become reflexive and develop autonomous, lifelong learning habits. Therefore, teachers should focus on learning strategies which stimulate autonomous learning.

AIM

To assess the impact of a self-directed teaching methodology on the academic performance of medical students in cellular biology and biochemistry.

MATERIALS AND METHODS

During 2013, 85 students received a traditional teaching methodology and during 2014, 85 students received a self-directed learning methodology. The grades obtained and the number of failures in the courses of cellular biology and biochemistry were compared in both groups.

RESULTS

The percentages of students approved at the end of the courses during 2013 and 2014 were 64 and 96% respectively (p < 0.01). The grades obtained by the 2014 students were also significantly higher than those obtained by 2013 students.

CONCLUSIONS

This study confirms that academic performance improves with a self-directed teaching approach.