Effectiveness of Small Group Discussion, Seminar and Self-Directed Learning in Teaching Biochemistry at Tertiary Care Teaching Hospital, South India

Abstract

Background: Competency-based medical education (CBME) emphasises learner-centred teaching–learning strategies that promote active participation, critical thinking, and lifelong learning. Small-group discussion (SGD), seminar, and self-directed learning (SDL) are commonly employed approaches in undergraduate medical education; however, comparative evidence regarding their effectiveness in biochemistry remains limited.

Methods: A comparative study was conducted among 110 Phase I MBBS students of the 2023 batch at Government Medical College, Manjeri, from March to September 2024. Three biochemistry topics—calcium, iron, and copper metabolism—were taught using SGD, seminar, and SDL in a rotational arrangement across three student batches. Knowledge acquisition was assessed using pre-tests and post-tests. Student perceptions were evaluated using a ten-item questionnaire with a 0–10 rating scale

Results: The median pre-test score was 5 for all three methods, with no significant difference between them (p = 0.360). Median post-test scores were 8 for SGD, 8 for seminar, and 9 for SDL; however, the difference was not statistically significant (p = 0.461). SDL received higher ratings for coverage of learning objectives, clarity of concepts, emphasis on important aspects, logical organisation, examination-note preparation, and motivation for further reading, critical thinking, and interest in the subject.

Conclusions: Self-directed learning was the most preferred method and received higher student-perception ratings across most educational domains. However, knowledge outcomes did not differ significantly among self-directed learning, small-group discussion, and seminar. All three methods can therefore be incorporated into undergraduate biochemistry teaching, with self-directed learning offering an advantage in learner acceptability and perceived educational value.