Indian Journal of Clinical Anatomy and Physiology

Page: 18-24

Background: Given the exceptionally rapid evolution of medical knowledge, medical education systems globally have embraced self-directed learning (SDL). The GMER -2019 guidelines by MCI in India expects the Indian medical graduate to fulfill the role of lifelong learner. For this CBME Curriculum has dedicated specific hours of teaching with Self directed learning sessions in each subject without any uniform subject competencies, T-L methods and evaluation of selfdirectedness that the students achieved. As the students admitting for MBBS course in India are from various socioeconomic, cultural and educational background makes varied levels of their preparedness for SDL.

Aim: To Implement and analyze effectiveness of Grow’s Staged SDL Model for first phase MBBS students’ selfdirectedness. .

Materials and Methods: The study was conducted in the department of Anatomy at JNMC, Sawangi, India.209 first phase MBBS students were the volunteered participants divided into control and experimental groups. The SDLRS scores were measured before and after the implementation of Grow’s staged SDL model. The model was implemented during allotted teaching hours for SDL sessions in the curriculum for the subject of Anatomy. Statistical analysis was conducted to study the effectiveness of the Grow’s SSDL model on selfdirectedness of participants. Results: Overall statistically significant enhancement in SDLRS scores of the experimental group, reflecting the effectiveness of the Grow’s SSDL model on selfdirectedness of first phase MBBS students.

Conclusions: These outcomes highlight the value of integrating Grow’s SSDL Model into regular teaching during GMER dedicated SDL hours in the subject of anatomy to impart lifelong learning skills in medical undergraduates