Bhandari Bharti, Chopra Deepti, Singh Kavita
Department of Physiology, Government Institute of Medical Sciences, Greater Noida, Uttar Pradesh, India.
Department of Pharmacology, Government Institute of Medical Sciences, Greater Noida, Uttar Pradesh, India.
Adv Physiol Educ. 2020 Sep 1;44(3):383-386. doi: 10.1152/advan.00010.2020.
The introduction of Competency-Based Medical Education Curriculum in India has endorsed many new concepts, like foundation course, self-directed learning (SDL), early clinical exposure, etc. Emphasis is being given to active teaching-learning approaches. One such approach is SDL. SDL is an active learning approach in which the students are responsible for their own learning outcome, with teacher acting as a facilitator of learning. A medical graduate, being a lifelong learner, should inculcate the habit of SDL. In the present study, the SDL abilities of first year Bachelor of Medicine, Bachelor of Surgery students were assessed using a questionnaire. Based on their experience, students were also asked about the prerequisites of SDL, how it can be promoted, and their expectations from the teachers. Students scored high in most of the SDL skills. However, they felt they need improvement in time management. Furthermore, the students are required to develop their interpersonal communication skills, and they also find it difficult to express messages effectively in oral presentations. Most of the students felt they need help in finding the correct learning resources. According to them, the students should be focused, motivated and stress-free, have time management skills, and be able to search learning resources for successful implementation of SDL. They felt that events that encourage active participation by students, if organized at regular intervals, could promote SDL. Some felt that evaluation of SDL would motivate them to take it seriously. According to the students, teacher should act as a facilitator, a mentor, as well as an evaluator.
印度引入基于能力的医学教育课程认可了许多新概念，如基础课程、自主学习（SDL）、早期临床接触等。目前强调采用积极的教学方法。自主学习就是这样一种方法。自主学习是一种积极的学习方法，学生要对自己的学习成果负责，教师则充当学习的促进者。医学毕业生作为终身学习者，应该养成自主学习的习惯。在本研究中，通过问卷调查对医学学士和外科学士一年级学生的自主学习能力进行了评估。根据他们的经验，还询问了学生自主学习的前提条件、如何促进自主学习以及他们对教师的期望。学生在大多数自主学习技能方面得分较高。然而，他们觉得自己在时间管理方面需要改进。此外，学生需要培养人际沟通技巧，他们也觉得在口头报告中有效表达信息很困难。大多数学生觉得他们在寻找正确的学习资源方面需要帮助。据他们说，学生要想成功实施自主学习，应该专注、有动力且没有压力，具备时间管理技能，并且能够搜索学习资源。他们认为，如果定期组织鼓励学生积极参与的活动，就能促进自主学习。一些人觉得对自主学习进行评估会促使他们认真对待。据学生们说，教师应该充当促进者、导师以及评估者。
