Comparing students' performance in self-directed and directed self-learning in College of Medicine, University of Bisha.

Autor:	Salih KM; Department of Medical Education, College of Medicine, University of Bisha, Bisha, Saudi Arabia.; Department of Child Health, College of Medicine, University of Bisha, Bisha, Saudi Arabia., Al-Faifi J; Department of Child Health, College of Medicine, University of Bisha, Bisha, Saudi Arabia., Alamri MM; Department of Family and Community Medicine, College of Medicine, University of Bisha, Bisha, Saudi Arabia., Mohamed OA; Department of Pharmacology, College of Medicine, University of Bisha, Bisha, Saudi Arabia.; Department of Clinical Pharmacology, Faculty of Medicine, Ain Shams University, Cairo, Egypt., Khan SM; Department of Physiology, College of Medicine, University of Bisha, Bisha, Saudi Arabia., Marakala V; Department of Clinical Biochemistry, College of Medicine, University of Bisha, Bisha, Saudi Arabia., Mohammed NA; Department of Physiology, College of Medicine, University of Bisha, Bisha, Saudi Arabia.; Department of Physiology, Faculty of Medicine, University of Gezira, Gezira state, Sudan., Mohamed SE; Department of Medical Education, College of Medicine, University of Bisha, Bisha, Saudi Arabia.; Department of Obstetrics and Gynecology, College of Medicine, University of Bisha, Bisha, Saudi Arabia., Hashish AA; Department of Clinical Pathology, Faculty of Medicine, Suez Canal University, Ismailia, Egypt.; Department of Pathology, College of Medicine, University of Bisha, Bisha, Saudi Arabia., Sonpol HMA; Department of Anatomy, Faculty of Medicine, Mansoura University, Mansoura, Egypt.; Department of Anatomy, College of Medicine, University of Bisha, Bisha, Saudi Arabia., Khalid TBA; Department of Pathology, College of Medicine, University of Bisha, Bisha, Saudi Arabia., Elhag WI; Department of Microbiology, Faculty of Medical Laboratory Sciences, Al Neelain University, Khartoum, Sudan.; Department of Microorganisms and Clinical Parasitology, College of Medicine, University of Bisha, Bisha, Saudi Arabia., Alameer AY; Department of General Surgery, College of Medicine, University of Bisha, Bisha, Saudi Arabia., Metwally AS; Department of Microorganisms and Clinical Parasitology, College of Medicine, University of Bisha, Bisha, Saudi Arabia., Yahia AIO; Department of Pathology, Faculty of Medicine and Health Sciences, University of Kordofan, El Obeid, Sudan.; Department of Pathology, College of Medicine, University of Bisha, Bisha, Saudi Arabia., Ibrahim ME; Department of Medical Education, College of Medicine, University of Bisha, Bisha, Saudi Arabia.; Department of Microorganisms and Clinical Parasitology, College of Medicine, University of Bisha, Bisha, Saudi Arabia., Taura MG; Department of Anatomy, College of Medicine, University of Bisha, Bisha, Saudi Arabia., El-Ashkar AM; Department of Microorganisms and Clinical Parasitology, College of Medicine, University of Bisha, Bisha, Saudi Arabia.; Department of Parasitology, Faculty of Medicine, Ain Shams University, Cairo, Egypt.
Jazyk:	angličtina
Zdroj:	Journal of Taibah University Medical Sciences [J Taibah Univ Med Sci] 2024 May 15; Vol. 19 (3), pp. 696-704. Date of Electronic Publication: 2024 May 15 (Print Publication: 2024).
DOI:	10.1016/j.jtumed.2024.05.003
Abstrakt:	Background: Student-centered learning strategy increases the likelihood of graduation of competent, self-dependent, and problem-solving physicians. The University of Bisha, College of Medicine (UBCOM) adopted self-directed learning (SDL) represented by problem-based learning (PBL), and directed self-learning (DSL) represented by team-based learning (TBL). Aim: To compare the students' performance in SDL and DSL among UBCOM students. Methodology: A total of 502 multiple choice questions (MCQs) from the mid-course and final exams were collected by the relevant subject experts from nine courses during the period from September 2020 till June 2023 that adopted PBL and TBL; 247 MCQs related to PBL and 255 related to TBL. Psychometric analysis was used to determine difficult, easy, and optimum questions (≤25%, ≥90%, and 26-89%, respectively). Point biserial as <0.19, 0.20-0.29, 0.30-0.39, and >0.40 which indicate poor, marginal, good, and excellent point biserial, respectively. Finally, the number of functional distractors was attempted by >5% of the candidates. Results: No significant differences were noted for the students' performance in MCQs related to PBL (representing self-directed, small group learning tool), and TBL (representing directed-self, large group learning tool) regarding difficulty index (DI), point biserial, and distractors functionality. Conclusion: It has been observed that there is no difference in students' performance whether PBL or TBL is used for learning Basic Medical Science courses. Small group learning such as PBL needs more resources in comparison to large group learning as in TBL, therefore any institute can decide on the adopted learning strategy depending on its resources and the number of students. (© 2024 The Authors.)
Databáze:	MEDLINE
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