RESUMO
Objective:To explore the applicability and effect of the self-directed learning teaching model in the teaching of joint surgery.Methods:A total of 60 interns in The Eighth Medical Center of PLA General Hospital from September 2018 to September 2020 were randomly divided into the traditional group (using traditional teaching methods) and self-directed learning group (using the self-directed learning approach), with 30 students in each group. The general condition, teaching performance (including theoretical and practical achievements), scores of abilities (including abilities of literature review, lecturing, organization, communication and teamwork), and subjective evaluation scores (learning interests and satisfaction) were analyzed. SPSS 23.0 statistical software was used to conduct independent-sample t-test and chi-square test. Results:The self-directed learning group had higher scores than the control group in the theoretical score [(87.63±7.01) vs. (79.56± 7.08)] and practical score [(86.40±6.45) vs. (82.70±7.65)], literature review score [(16.33±2.45) vs. (14.50±2.27)], the ability of lecturing [(15.56±2.97) vs. (13.90±2.56)], organization [(17.61±2.34) vs. (14.96±2.55)], communication [(17.06±1.91) vs. (14.53±1.96)], and teamwork [(16.23±1.71) vs. (14.76±2.32)], as well as the indicators of learning interest and levels of satisfaction (teaching form and teaching effect), with significant differences between the two groups ( P<0.05). Conclusion:The self-directed learning teaching model can inspire students' initiative, improve teaching quality, and contribute to new ideas for teaching reform.