Perception of Self-Directed Learning as a Learning Technique in Anatomy among Phase I MBBS Learners

Abstract

Background: With the implementation of Competency-Based Medical Education (CBME) in India, Self-Directed Learning (SDL) has become an essential component of undergraduate medical education, promoting active learning, critical thinking, and learner autonomy. Anatomy, being a foundational subject with extensive competencies, requires effective learning strategies beyond conventional didactic teaching. However, first-year MBBS learners often face challenges in adapting to SDL due to limited prior exposure and dependence on teacher-centered learning approaches.
Objectives: To assess the perception of Self-Directed Learning (SDL) as a learning technique in Anatomy among Phase I MBBS learners.
Methods: A cross-sectional observational study was conducted among 100 Phase I MBBS students of the 2025 batch at Government Medical College, Jangaon. Prior to the SDL session, learner readiness was assessed using a structured questionnaire administered through Google Forms. Students were provided with clearly defined learning objectives and an assessment checklist five days before the scheduled SDL session. They were instructed to independently prepare notes incorporating diagrams, flowcharts, and tables based on the given objectives. Practical demonstration of the topic was conducted in the dissection hall in small groups two days before the SDL session. Following the session, students’ perceptions regarding SDL were assessed using a 2-point Likert scale questionnaire along with an open-ended feedback question.
Results: The study revealed that 97% of learners reported clarity regarding their learning goals, while 95% expressed enjoyment and satisfaction with the SDL sessions. However, 52% reported difficulty in effectively managing their learning time. Open-ended responses indicated that students found SDL informative, engaging, and helpful in improving conceptual understanding and independent thinking, though some expressed challenges with difficult anatomical terminology and self-learning adjustments.
Conclusion: Self-Directed Learning appears to be an effective and well-accepted learning strategy among Phase I MBBS learners in Anatomy when implemented systematically with clearly defined learning objectives and structured assessment guidance. SDL may enhance learner engagement, conceptual understanding, and self-learning skills in early medical education.