Abraham Reem Rachel, Torke Sharmila, Gonsalves James, Narayanan Sareesh Naduvil, Kamath M Ganesh, Prakash Jay, Rai Kiranmai S
Department of Physiology, Melaka Manipal Medical College, Manipal University , Manipal, Karnataka , India.
Adv Physiol Educ. 2018 Mar 1;42(1):26-31. doi: 10.1152/advan.00048.2017.
The present study reports perceptions of first-year undergraduate medical students ( n = 120), regarding modified directed self-learning (DSL) sessions in physiology. Students were provided with prereading assignments (faculty developed PowerPoint slides containing diagrams with incomplete labeling/flowcharts with missing steps) pertaining to the DSL topic 1 wk before the scheduled small-group DSL presentations. During DSL presentation sessions, which were facilitated by teachers, a few students individually presented learning objectives in the specified topic. Apart from that, students discussed answers for the questions in the prereading assignment. Students were also given an opportunity to use technology to support DSL, by way of involving them in Pecha Kucha (PK) talks. The impact of the modified DSL method was determined by requesting students to respond to a validated questionnaire. Frequency analysis of the responses revealed that >60% of students were positive about the modified DSL sessions improving their DSL, presentation, collaborative learning, and information retrieving skills. Students agreed that PK talks helped them to learn how to organize content (65%), present concise information (65.8%), and apply creativity (72.5%). Even though small in number, there were comments that the prereading assignments were useful for learning. The present study revealed that, even though students actively participated in modified DSL sessions, their perceptions on satisfaction and usefulness of the same toward achievement of various skills were not encouraging. The study generated significant results, which implies that undergraduate medical students should be oriented on the relevance of active learning strategies in their future studies.
本研究报告了120名本科医学一年级学生对生理学中改良的定向自主学习（DSL）课程的看法。在预定的小组DSL展示前1周，为学生提供了与DSL主题相关的预读作业（教师制作的包含标注不完整的图表/步骤缺失的流程图的PowerPoint幻灯片）。在由教师主持的DSL展示环节中，一些学生分别展示了指定主题的学习目标。除此之外，学生们讨论了预读作业中问题的答案。还通过让学生参与“快速分享”（PK）演讲，让他们有机会利用技术支持DSL。通过要求学生回答一份经过验证的问卷来确定改良DSL方法的影响。对回答的频率分析显示，超过60%的学生对改良的DSL课程持积极态度，认为其提高了他们的DSL、展示、协作学习和信息检索技能。学生们一致认为PK演讲帮助他们学会了如何组织内容（65%）、展示简洁信息（65.8%）和应用创造力（72.5%）。尽管数量不多，但有评论指出预读作业对学习很有用。本研究表明，尽管学生积极参与了改良的DSL课程，但他们对其在实现各种技能方面的满意度和有用性的看法并不乐观。该研究产生了重要结果，这意味着本科医学生应该了解主动学习策略在他们未来学习中的相关性。
