Effect of Self-Paced Learning on Learning Outcomes of Phase II Undergraduate Medical Students: A Quasi-Experimental Study.

Bimoch Projna Paty; Monalisa Panigrahi; Shehnaz Firdaus

doi:10.51168/byx3rk89

Autori

Bimoch Projna Paty Professor and HOD, Department of Microbiology, SJMCH, Puri, Odisha, India.
Monalisa Panigrahi Assistant Professor, Department of Microbiology, Hi-Tech Medical College and Hospital, Bhubaneswar, Odisha, India.
Shehnaz Firdaus Associate Professor, Department of Microbiology, PGIMER and Capital Hospital, Bhubaneswar, Odisha, India.

DOI:

https://doi.org/10.51168/byx3rk89

Cuvinte cheie:

Self-paced learning, competency-based medical education, undergraduate medical students, learning outcomes, knowledge retention

Rezumat

Background:

Self-paced learning (SPL) is a learner-centered educational approach that promotes independent learning and lifelong learning, key objectives of competency-based medical education (CBME). However, evidence regarding its effectiveness among undergraduate medical students remains limited.

Methods:

A quasi-experimental study was conducted among 97 Phase II MBBS students in the Department of Microbiology. Students completed a 10-day SPL module on gastrointestinal and hepatobiliary infections using predefined learning objectives. Learning outcomes were assessed using 35 case-based multiple-choice questions (MCQs), while knowledge retention was evaluated one month later using a surprise 50-item MCQ assessment. Student perceptions were assessed using a 10-item five-point Likert questionnaire, and Satisfaction Index (SI) scores were calculated.

Results:

Of the 97 participants, 60 (61.9%) were male, and 37 (38.1%) were female. In the formative assessment, 59 (60.8%) students scored >75%, 37 (38.1%) scored 50–75%, and 1 (1.0%) scored <50%. Among the 75 students who completed the retention assessment, 15 (20.0%) scored >75%, 40 (53.3%) scored 50–75%, and 20 (26.7%) scored <50%. Female students demonstrated marginally better performance than males. The highest SI scores were observed for engagement in the learning process (83.89) and studying at one's own pace (80.00).

Conclusion:

Self-paced learning was associated with good academic performance, satisfactory short-term knowledge retention, and positive learner perceptions. Incorporating structured SPL into undergraduate medical education may strengthen learner engagement and support lifelong learning.

Biografii autori

Bimoch Projna Paty, Professor and HOD, Department of Microbiology, SJMCH, Puri, Odisha, India.

is Professor and Head, Department of Microbiology, Shri Jagannath Medical College and Hospital, Puri, Odisha, India. His research interests include medical education, microbiology, infectious diseases, and competency-based medical education.
Monalisa Panigrahi, Assistant Professor, Department of Microbiology, Hi-Tech Medical College and Hospital, Bhubaneswar, Odisha, India.

is Assistant Professor, Department of Microbiology, Hi-Tech Medical College and Hospital, Bhubaneswar, Odisha, India. Her research interests include microbiology, infectious diseases, antimicrobial resistance, and medical education.
Shehnaz Firdaus, Associate Professor, Department of Microbiology, PGIMER and Capital Hospital, Bhubaneswar, Odisha, India.

is Associate Professor, Department of Microbiology, PGIMER and Capital Hospital, Bhubaneswar, Odisha, India. Her research interests include clinical microbiology, infectious diseases, antimicrobial stewardship, and undergraduate medical education.

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