Self-Directed Learning to Augment Active Learning in Physiology; Through Innovative Methodology of “Physiology Concept Posters”

Abstract

Background: Self-directed learning (SDL) in the Indian Competency Based Medical Education (CBME) curriculum is active learning signifying direct & active learner involvement. To develop medical expertise, students must be engaged in higher-order cognitive tasks such as application, analysis, synthesis, creation or evaluation. Objectives: The study was planned to evaluate and analyze perception of student to innovative learning methodology of “Physiology Concept Posters”, focusing on its usefulness and possible practical application in teaching physiology. Method: The students in small groups had produced “concept posters” illustrating physiological concepts, based on relatable analogies. At the end of the session students filled self validated questionnaire regarding perception of innovative SDL method. Results: Students were receptive to new methodology. The 20 posters created were highly representative & effectual in symbolizing physiological facts. The integrative character of the “concept posters” endorsed to reorganize theoretical physiological knowledge and transposed concepts to practically applied information. Conclusion: The design of concept poster sessions has been useful & effective as a learner centered approach & can be supplemented to didactic lecture to facilitate learning in physiology. It had successfully targeted the synthesis level of cognitive learning domain & encouraged enrichment of skills such as intellectual thinking, creativity, team work & communication in students.

Keywords

• active learning
• cbme
• sdl
• concept posters