Volume: 46 Issue: 2
Year: 2026, Page: 100-108, Doi: https://doi.org/10.51248/v46i2.23
Received: Feb. 24, 2026 Accepted: April 6, 2026 Published: April 23, 2026
Introduction: Self-directed learning (SDL) is a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs. OBJECTIVES: To evaluate SDL readiness, assess the learning outcome, evaluate the levels of self-directedness and compare the effectiveness of SDL by case-based discussion and SDL by small group discussion with role-play.
Materials and Methods: It was a prospective observational study with a total of 150 second year MBBS students in department of Microbiology. A questionnaire containing socio-demographic parameters and SDLR (Self - directed Learning Readiness) scale was used to assess SDL readiness. The 150 students were divided and 75 students each participated in SDL sessions by case-based discussion and small group discussion with role-play. Self-Rating Scale for SDL Learning (SRSSDL) tool was used to assess SDL level. Performance of students was assessed by OSPE and MCQs. Statistical analysis was performed by SPSS software. Analysis of variance was calculated by the chi square test and unpaired T test and significance was tested at p<0.05 at 95% confidence interval.
Results: The total number of participants was 150 students and out of them, 66% were female students and 34% were male students. The mean age of the study participants was 20.13 ± 0.95 years. The mean scores of OSPE and faculty feedback for SDL activity with role play was higher when compared to SDL activity with case-based discussion.
Conclusion: Higher level of self-directedness in majority of students shows that students are identifying their own learning goals and strategies. Future studies are needed before considering the SDLR and SRSSDL scales as tools for surveys in medical education.
Keywords: SDLR, SRSSDL, SDL Assessment, CBD, SGD with role-play
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