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<p>Due to the continuous evolution of society’s health needs, medical students must acquire Self-Directed Learning(SDL) skills. researchers have increasingly focused on finding suitable designs for teaching students self-directed learning (SDL) skills. This study aimed to compare the effectiveness of disciplinary and interdisiplinary design methods in improving the self-directed learning skills of medical students. The research method used in this study was quasi-experimental with a pre-and post-test design, involving two experimental groups and a control group. The statistical population consisted of medical students from Hamadan University of Medical Sciences. A total of 90 students were selected using available sampling, with 30 students in each group. The first and second quasi-experimental groups received the instructional intervention in a disciplinary and interdisiplinary design over ten one-hour sessions, respectively.The control group did not receive any instruction on SDL skills. An eight-component questionnaire entitl of self-directed learning of medical students, was used to collect data. Implementing mixed covariance analysis and Ben-Feroni’s post hoc test indicated that disciplinary and interdisiplinary design methods were significantly more effective than the control group in the post-test and follow-up stages. Ben Feroni’s post hoc test indicated that the interdisiplinary design had a more significant effect on improving the self-directed learning skills of medical students compared to the disciplinary design(P-Value = 0.001). The findings of this research provide a suitable basis for designing self-directed courses for medical students in a Interdisiplinary manner.</p>

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Fostering self-directed learning skills of medical students in an e-learning environment: disciplinary and interdisciplinary design methods

  • 期刊论文

  • 发表日期：

    2025年1月22日

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  • Farhad Seraji,
  • Saied Sharifi Rahnemo

摘要

Due to the continuous evolution of society’s health needs, medical students must acquire Self-Directed Learning(SDL) skills. researchers have increasingly focused on finding suitable designs for teaching students self-directed learning (SDL) skills. This study aimed to compare the effectiveness of disciplinary and interdisiplinary design methods in improving the self-directed learning skills of medical students. The research method used in this study was quasi-experimental with a pre-and post-test design, involving two experimental groups and a control group. The statistical population consisted of medical students from Hamadan University of Medical Sciences. A total of 90 students were selected using available sampling, with 30 students in each group. The first and second quasi-experimental groups received the instructional intervention in a disciplinary and interdisiplinary design over ten one-hour sessions, respectively.The control group did not receive any instruction on SDL skills. An eight-component questionnaire entitl of self-directed learning of medical students, was used to collect data. Implementing mixed covariance analysis and Ben-Feroni’s post hoc test indicated that disciplinary and interdisiplinary design methods were significantly more effective than the control group in the post-test and follow-up stages. Ben Feroni’s post hoc test indicated that the interdisiplinary design had a more significant effect on improving the self-directed learning skills of medical students compared to the disciplinary design(P-Value = 0.001). The findings of this research provide a suitable basis for designing self-directed courses for medical students in a Interdisiplinary manner.