Team-based self-directed learning enhanced students’ learning experience in undergraduate surgical teaching.

Sze Kiat, Sim and Myo, Nyunt and Sohail, Mushtaq (2023) Team-based self-directed learning enhanced students’ learning experience in undergraduate surgical teaching. Medical Journal of Malaysia, 78 (1). pp. 61-67. ISSN 0300-5283

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Abstract

Introduction: To evaluate the effectiveness of team-based self-directed learning (SDL) in the teaching of the undergraduate Year 5 surgical posting. Materials and Methods: A quasi-experimental study was conducted to develop and administer a team-based SDL versus a conventional SDL to teach undergraduate surgical topics. One hundred and seventy-four medical students who underwent the Year 5 surgical posting were recruited. They were assigned to two groups receiving either the team-based SDL or the conventional SDL. Pre- and post-SDL assessments were conducted to determine students’ understanding of selected surgical topics. A self-administered questionnaire was used to collect student feedback on the team-based SDL. Results: The team-based SDL group scored significantly higher than the conventional SDL group in the post-SDL assessment (74.70 ± 6.81 vs. 63.77 ± 4.18, t = −12.72, p < 0.01). The students agreed that the team-based SDL method facilitated their learning process. Conclusion: The study demonstrated that the use of a team-based SDL is an effective learning strategy for teaching the Year 5 surgical posting. This method encouraged peer discussion and promoted teamwork in completing task assignments to achieve the learning objectives.

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