Medical student evaluation of self-selected learning modules.
BACKGROUND
The purposes of this study were to determine the self-directed learning needs of second-year medical students, the resources they selected to address their learning needs, and the effectiveness of those resources.


METHODS
Students in an Introduction to Clinical Medicine course were required to devote 24 hours to the study of self-directed learning activities. Although options were provided, students could create their own study modules. Students evaluated each module used.


RESULTS
Major needs identified were history and physical examination skills, diagnosis, emergency procedures, psychosocial issues in medicine, and issues concerning physicians as people. The most selected module types were videotapes (52%), computer-aided instruction, labs, and seminars. Overall ratings (5 = high) indicated four clusters of modules: self-directed learning, 4.3; labs, 4.0; seminars, slide-tapes, and computers, 3.65; and videotapes and books, 3.25. Videotapes, the most frequently used module, received low overall ratings.


CONCLUSIONS
Self-directed learning allowed students to use a great array of educational opportunities. Students appeared to recognize needs, identify resources, and use those resources to address their learning needs.
Gjerde
C L
CL
Department of Family Practice, University of Iowa, Iowa City.
Xakellis
G C
GC
Schuldt
S S
SS
D003194:Computer-Assisted Instruction; D015397:Program Evaluation; D013337:Students, Medical; D013663:Teaching; D013664:Teaching Materials