121 - Unveiling the Dynamics of Self-directed Learning in Anatomy Education: A Hybrid Course Pilot Study

Poster Board Number: 121
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Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Cemil Oktay - Alanya Alaadin Keykubat University Education and Research Hospital; Jesse Thompson - University of Hawaii at Manoa, John A. Burns School of Medicine; Havva Celikcan - Biostatistics PhD; Scott Lozanoff - University of Hawaii at Manoa, John A. Burns School of Medicine

Abstract Body : Introduction and Objective: Self-directed learning (SDL) is a powerful tool for students, providing control over their learning process and fostering autonomy. This study introduces a hybrid course designed to support student self-directed learning, with the online component delivered through a Learning Management System (LMS). The objective is to assess the correlation between SDL scores, time spent in the LMS, LMS exam results, and course feedback survey results.

Materials and Methods: Second-year medical students from the JABSOM class of 2026 (n=77) taking the Head and Neck anatomy course were invited to participate. Data were collected from SDL surveys (n=12), course feedback surveys (n=77), LMS activity time (n=77), and exam results (n=77). A validated SDL self-diagnostic tool was employed, consisting of 26 items in 10 subsections. Weekly modules, including an overview of the week, slide deck and prerecorded lecture, dissection guide, structures to identify, dissection checklist, clinical case, and a multiple choice question assessment, were provided through the LMS. The study used the Pearson Correlation coefficient to evaluate relationships between SDL subsection scores, final exam scores, total activity time, and feedback survey results.

Results: A positive correlation was found between assignment management scores-time management scores (r=0.65)-(p≤0.05); online learning proficiency scores -online discussion proficiency scores (r=0.61)-(p≤0.05); technical proficiency scores -comprehension competence scores (r=0.58)-(p≤0.05); procrastination management scores -online discussion proficiency scores (r=0.64)-(p≤0.05). A negative correlation was found between time management scores and comprehension competence scores (lower scores higher proficiency) (r=-0.59)-( p≤0.05). A negative correlation was found between online lab attendance frequency scores and technical proficiency scores (lower scores higher proficiency) (r=-0.63)-(p≤0.05); usefulness of slide decks and online discussion proficiency scores (lower scores higher proficiency) (r=-0.58)-(p≤0.05). There was no correlation between SDL subsection scores and the total activity time and exam results.

Conclusion: Students' SDL scores are related to resource usage frequency and perceived effectiveness. This underscores the importance of SDL in guiding students' resource utilization habits.

Significance/Implication: SDL scores can be valuable for students to self-diagnose and understand their specific learning needs. For example, students with lower technical proficiency demonstrated lower attendance in online labs. The findings highlight the potential benefits of using SDL, coupled with mentoring, to guide and support students in their academic journey.