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Self-directed learning in undergraduate medical education in India: Addressing the existing challenges and exploring the strategies for its successful implementation


1 Department of Community Medicine, Member of the Medical Education Unit and Institute Research Council, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India

Correspondence Address:
Saurabh RamBihariLal Shrivastava,
Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth (SBV) – Deemed to be University, Tiruporur - Guduvancherry Main Road, Ammapettai, Nellikuppam, Chengalpattu District, Kancheepuram - 603 108, Tamil Nadu
India
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/mjdrdypu.mjdrdypu_37_20

For a significant period of time in the field of medical education, delivery in India emphasis has been given toward didactic lectures, practical, and tutorials. Among the five goals laid down for an Indian Medical Graduate, being a lifelong learner is what we are aiming for as the field of medicine is changing with each day. This cannot be accomplished if we do not encourage self-directed learning (SDL) among the students, and this need has been realized and has been given due weightage in the recently adopted competency-based undergraduate medical curriculum. However, it is important to acknowledge that the success of SDL depends on the readiness of the students to adopt the same and to accomplish that we have to strategically deal with all the existing challenges, which comes along with it. In conclusion, SDL has an extensive scope and application in the delivery of undergraduate medical education in India. However, there are challenges pertaining to its planning and evaluation, and there lies the role of a faculty member, who has to be more proactive in ensuring that it is implemented effectively and the students are benefited.


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