Evaluating the Effect of Self-Directed Learning on Knowledge Retention and Learning Patterns among First-Year MBBS Students

Abstract

Background: Self-directed learning (SDL) has become an important and integral component of Competency Based Medical Education (CBME) directed teaching learning methods (TLMs). However, the effectiveness in improving measurable academic outcomes remains uncertain. The present study adopted quasi-experimental design which evaluated the effectiveness of Jigsaw-based collaborative design with the conventional lecture-based teaching among 150 Phase I MBBS students from the Department of Physiology. We exposed all students to both methods in a crossover manner across 2 topics. The knowledge domain was assessed through MCQs based pre-test and post-test, followed by the 15-days retention assessment. The student perception regarding the new teaching learning methods (TLMs) was assessed using the 5-point Likert scale. The data was assessed using descriptive, paired t-tests, effect size estimation and exploratory subgroup analysis involving variance, score distribution and correlation patterns. There is a statistical improvement in post-test when compared to pre-test scores in both TLMs (p <0.001), indicating effective knowledge acquisition. The retention was comparable between two methods, with no statistically significant difference observed on within subject comparison (p = 0.49). The perception analysis showed variable student responses towards Jigsaw-based collaborative design, with 50% strongly favouring the approach and 37% agreeing that it was better method of TLM. The exploratory analysis demonstrated differing pattens of score variability across student sub-groups, with Jigsaw-based collaborative design showing relatively more uniform score distribution patterns among lower-performing students. Overall both teaching approaches were comparable in improving knowledge acquisition and short-term retention, while Jigsaw-based collaborative design appeared to influence patterns of learning distribution across students, suggesting its potential role as a complementary instructional strategy within the CBME frameworks