Our analysis provides evidence for the effectiveness of self-directed learning (SDL) compared to traditional didactic learning (TDL) for medical undergraduate education. Even though the attributes of the studies compared were diverse, ranging from diagnosis of Barrett’s esophagus [6] to electrocardiography interpretation [12] to laparoscopic skills [5], the overall mean score on knowledge application, cognitive performance, and acquired surgery skills etc., achieved by the students was higher for SDL than TDL. This is especially true for team-based SDL as the students performed better in all four studies [4, 8, 14, 15] conducted on team-based SDL versus team-based TDL.
While SDL may not be as beneficial as traditional in-classroom didactic lectures for selected cognitive competencies or knowledge acquisition for certain subject areas, there is a proven advantage for its role in areas such as neuroscience [4] and endocrine pharmacology, specifically learning the diabetes mellitus diagnosis guideline and treatment algorithm [15]. Moreover, Kiat et al [23] demonstrated that team-based SDL is a more effective learning strategy when compared to conventional SDL for improving students’ knowledge for certain surgical topics. Likewise, the study findings from Yousaf et.al [24] have shown that there was a significant improvement in academic performance for students in the modified SDL group using a pre-small group discussion worksheet compared to students in the traditional SDL group.
Moreover, a rise in e-learning and online courses demanded SDL an essential skill needed for medical education and life-long learning [25]. As the number of online education opportunities continue to grow and with the advent of rapidly growing new technologies, such as Artificial Intelligence (AI), SDL has become has proven to be a necessary component of education, including undergraduate medical education. Successful SDL requires students to be highly motivated, team players, with problem-solving and time management skills. Learners should also be equipped with skills to source and filter relevant information from quality sources [26]. These characteristics are prevalent among medical students and may therefore explain the finding of this study. According to the AAMC (Association of American Medical Colleges) competencies of successful applicants to undergrad medical programs include communication skills, social skills, resilience and adaptability, critical thinking, quantitative reasoning and scientific enquiry; skills which better equip students for successful SDL opportunities [27].
Regarding specific competencies or knowledge acquisition, there is a proven advantage for its role in areas such as surgical techniques or interpretation of test findings. For instance, Kiat et al [23] demonstrated that team-based SDL is an effective learning strategy when compared to traditional SDL for improving students’ knowledge for certain surgical topics [28]. In addition, Daly et al. showed that SDL and in-classroom lectures had similar accuracy for diagnosing Barret’s esophagus [6]. Furthermore, SDL may help students develop self-reliance on preparing for the challenges that are encountered with the fast-paced evolution of medicine and health care.
Notwithstanding, SDL had a major contributory role during times of recent global crisis. For instance, amidst the Corona virus disease 19 pandemic, a sudden transition to online courses necessitated an increasing need to develop SDL skills [29]. Moreover, a rise in e-learning and online courses demanded SDL an essential skill needed for medical education and life-long learning [25]. Thus, when used appropriately and strategically as a learning strategy, SDL can be beneficial to medical education and should be incorporated into the curriculum.