Transition from traditional to problem-based and self-directed learning: A retrospective analysis of student performance

Abstract

Background: The expeditious changes of the world today present massive challenges and demand rapid modifications in our education system. Focusing on concept-based learning and core understanding of topics for practical application is the cornerstone for a better outcome. Didactic Lectures (DL) are the most widely used method; however, in the current changing face of our education system, newer techniques like Self-directed Learning (SDL), SDL with Focussed Discussion (SDL-FD) and Problem-based Learning (PBL), which encourage active participation by the learner are being increasingly employed for better understanding of the subject. Aim and Objectives: To examine the effect of transition from traditional to newer methods on student performance. Material and Methods: We conducted a retrospective study involving 409 students, over two years, to evaluate the scores attained in examinations among topics delivered by different modalities namely DL, SDL, PBL and SDL-FD. Results: The scores achieved were higher among topics delivered by DL when compared with SDL and PBL approach which were statistically significant. The score of DL when compared with SDL-FD was higher, however did not have statistical significance. Conclusion: DL may help the learner immensely in a scenario of an examination-oriented evaluation. However, it may limit the learners' ability to question and ponder over the subject matter, mindlessly clinging to facts dissipated in class room. We recommend that a unified approach along with activities of self-learning and discussions, may tremendously improve the outcome.

Keywords

• didactic
• problem -based
• self -directed
• focussed discussion