Self-based Learning Compared to Didactic Learning for Basic Medical or Surgical Technical Skills

Main Article Content

Joseph Nassif
Joe Eid
Anwar Nassar
Imad Bou Akl
Antoine Abu Musa
Sehrish Abbasi
Rana Sharara

Abstract

This randomized controlled study compared self-based learning (SBL) to didactic learning (DL) in teaching medical students medical and surgical skills. Self-based learning is at least as good as didactic learning in teaching medical students. The skills used were IV line insertion and simple interrupted suture. Sixty-four consenting second year medical students were randomly divided into two groups of 32 students each. For the IV line insertion activity, Group 1 was given a short didactic lecture on IV line insertion and Group 2 received a self-based learning task. Both groups were assessed a week later for IV line insertion on a dummy. Then the two groups were crossed over, where Group 2 attended a short didactic lecture and Group 1 underwent a self-based learning task on simple interrupted suturing. Both groups were assessed a week later using a suturing pad model. Statistical analysis of data, collected from assessment forms and questionnaires, was done using χ2 test (chi-square test). The results showed that there was no significant difference between the two groups in terms of their performance assessment, for both skills. However, student satisfaction significantly differed between the two groups with the SBL group expressing higher overall satisfaction in both activities. Self-based learning should be integrated in medical curricula since its comparable to didactic learning in terms of students’ performance and leads to higher student satisfaction.

Downloads

Download data is not yet available.

Article Details

How to Cite
Nassif, J., Eid, J., Nassar, A., Bou Akl, I., Abu Musa, A., Abbasi, S., & Sharara, R. (2017). Self-based Learning Compared to Didactic Learning for Basic Medical or Surgical Technical Skills. International Journal for Innovation Education and Research, 5(4), 143-159. https://doi.org/10.31686/ijier.vol5.iss4.679
Section
Articles
Author Biographies

Joseph Nassif, American University of Beirut, Lebanon

Department of Obstetrics and Gynecology

Joe Eid, American University of Beirut, Lebanon

Department of Obstetrics and Gynecology

Anwar Nassar, American University of Beirut, Lebanon

Department of Obstetrics and Gynecology

Imad Bou Akl, American University of Beirut, Lebanon

Department of Internal Medicine

Antoine Abu Musa, American University of Beirut, Lebanon

Department of Obstetrics and Gynecology

Sehrish Abbasi, American University of Beirut, Lebanon

Department of Obstetrics and Gynecology

Rana Sharara, American University of Beirut, Lebanon

Department of Pediatrics and Adolescent Medicine

References

- Al-Azri H, Ratnapalan S. Problem-based learning in continuing medical education: review of randomized controlled trials. Can Fam Physician. 2014 Feb; 60(2):157-65.

- Preeti B, Ashish A, Shriram G. Problem Based Learning (PBL) - An Effective Approach to Improve Learning Outcomes in Medical Teaching. J Clin Diagn Res. 2013 Dec; 7(12):2896-7.

- Li J, Li QL, Li J, Chen ML, Xie HF, Li YP, et al. Comparison of three problem-based learning conditions (real patients, digital and paper) with lecture-based learning in a dermatology course: a prospective randomized study from China. Med Teach. 2013; 35(2):e963-70.

- Curtis JA, Indyk D, Taylor B. Successful use of problem-based learning in a third-year pediatric clerkship. Ambul Pediatr. 2001 May-Jun; 1(3):132-5.

- Shanks D, Brydges R, den Brok W, Nair P, Hatala R. Are two heads better than one? Comparing dyad and self-regulated learning in simulation training. Med Educ. 2013 Dec; 47(12):1215-22.

- Brandt MG, Davies ET. Visual-spatial ability, learning modality and surgical knot tying. Can J Surg. 2006 Dec; 49(6):412-6.

- Brydges R, Nair P, Ma I, Shanks D, Hatala R. Directed self-regulated learning versus instructor-regulated learning in simulation training. Med Educ. 2012 Jul; 46(7):648-56.

- Hayashi S, Tsunekawa K, Inoue C, Fukuzawa Y. Comparison of tutored group with tutorless group in problem-based mixed learning sessions: a randomized cross-matched study. BMC Med Educ. 2013 Dec 1; 13:158.

- Bradley P, Oterholt C, Nordheim L, Bjørndal A. Medical students' and tutors' experiences of directed and self-directed learning programs in evidence-based medicine: a qualitative evaluation accompanying a randomized controlled trial. Eval Rev. 2005 Apr; 29(2):149-77.

- Engum SA, Jeffries P, Fisher L. Intravenous catheter training system: computer-based education versus traditional learning methods. Am J Surg. 2003 Jul; 186(1):67-74.

- Wang TS, Schwartz JL, Karimipour DJ, Orringer JS, Hamilton T, Johnson TM. An education theory-based method to teach a procedural skill. Arch Dermatol. 2004 Nov; 140(11):1357-61.

- Hashmi NR. Team Based Learning (TBL) in undergraduate medical education. J Coll Physicians Surg Pak. 2014 Aug; 24(8):553-6.13- Thomas J, Aeby T, Kamikawa G, Kaneshiro B. Problem based learning and academic performance in residency. Hawaii Med J. 2009 Nov; 68(10):246-8.

- Hoffman K, Hosokawa M, Blake R Jr, Headrick L, Johnson G. Problem-based learning outcomes: ten years of experience at the University of Missouri-Columbia School of Medicine. Acad Med. 2006 Jul; 81(7):617-25.