Murthy Vasantmeghna, Mohanram Arun
Dept. of Psychiatry, Krishna Institute of Medical Sciences, Krishna Vishwa Vidyapeeth, (erstwhile Krishna Institute of Medical Sciences, "Deemed-to-be" University), Malkapur, Karad, Satara, Maharashtra, India.
Dept. of Forensic Medicine and Toxicology, JSS Medical College, JSS Academy of Higher Education and Research, Mysuru, Karnataka, India.
Indian J Psychol Med. 2024 Sep;46(5):459-465. doi: 10.1177/02537176241283730. Epub 2024 Sep 22.
Indian medical graduates are expected to be lifelong learners, and medical teachers need to find newer and more engaging ways to help them hone their lifelong learning skills. Online learning can be a stepping stone toward this goal.
We conducted a pre-post design interventional study in which 22 phase two MBBS students rated their self-directedness in learning using the Self-Rating Scale of Self-directed Learning (SRSSDL) at two points in time-before and after completing a 10-week online basic psychopharmacology module. Participant feedback was obtained regarding various aspects of the online modular learning experience.
The participants' mean SRSSDL scores before and after the intervention were 231.31 ± 26.64 and 227.31 ± 31.33. The difference is not significant. The students' scores at both points in time placed them in the "high" range of level of self-directed learning, leaving less realistic scope for a large change in the given time frame. Participant feedback was encouraging, with 19 out of 22 reporting that the overall learning experience was a "positive" one.
Second-year medical students' self-reported self-directedness is high. Online modular learning may be a feasible addition to medical education, even though it may not increase self-directedness in the short term. A limited sample size can lead to errors.
印度医学毕业生有望成为终身学习者，医学教师需要找到更新颖、更具吸引力的方法来帮助他们磨练终身学习技能。在线学习可以成为实现这一目标的垫脚石。
我们进行了一项前后设计的干预性研究，22名医学学士二年级学生在完成为期10周的在线基础精神药理学模块之前和之后的两个时间点，使用自我导向学习自评量表（SRSSDL）对他们在学习中的自我导向性进行评分。收集了参与者对在线模块学习体验各个方面的反馈。
干预前后参与者的SRSSDL平均得分分别为231.31±26.64和227.31±31.33。差异不显著。两个时间点学生的得分都使他们处于自我导向学习水平的“高”范围内，在给定的时间框架内大幅改变的实际空间较小。参与者的反馈令人鼓舞，22人中有19人报告总体学习体验是“积极的”。
医学二年级学生自我报告的自我导向性较高。在线模块学习可能是医学教育中一种可行的补充，尽管它可能不会在短期内提高自我导向性。样本量有限可能会导致误差。
