ABSTRACT
Background: To become lifelong learners, it is essential for medical students to develop self-directed learning (SDL) skills from early medical schools. Aim and Objective: The present study was conducted to compare the outcome of traditional lecture classes (LCs) and SDL sessions among the first MBBS students in the department of physiology. Materials and Methods: This pilot study was conducted over a period of 1 year in the department of physiology among the first MBBS students to compare the outcome of traditional LCs with SDL sessions. The first 12 traditional LCs were conducted among Group A (roll no. 1–100) and the first 12 SDL sessions were conducted among Group B (roll no. 101–200). For the rest 13 traditional LCs and SDL sessions, crossover of two groups was done, that is, traditional LCs were conducted among Group B and SDL sessions were conducted among Group A. Results: Students performed significantly better in the 3rd, 7th, 10th, 11th, 12th, 13th, 15th, 18th, 19th, 21st, and 22nd SDL sessions as compared to LCs in post-test sessions. Students performed significantly better in the 4th, 6th, 8th, 16th, 23rd, 24th, and 25th LCs as compared to SDL sessions in posttests. Students performed significantly better in post-test sessions as compared to pre-test sessions. Students were highly satisfied with the program (as per evaluation done by Kirkpatrick model: Level 1). Conclusions: The students were highly satisfied with the teaching-learning program implemented by the department of physiology and their performance was better following SDL sessions as compared to traditional LCs.