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Volume-12 Number-2, 2025 / Review Article

Assessing the Process of Self-directed Learning: A Guide for Faculty to Assess the MBBS Students

Author:

Gurjeet Singh

Institute of Health Professions Education, Sri Balaji Vidyapeeth (Deemed to be University), Pondicherry, India.

Department of Microbiology, Abhishek I Mishra Memorial Medical College and Research, Durg, Chhattisgarh, India

Raksha

Institute of Health Professions Education, Sri Balaji Vidyapeeth (Deemed to be University), Pondicherry, India.

Abstract:

Background: Self-Directed Learning (SDL) is a key component of Competency-Based Medical Education (CBME) that empowers MBBS learners to become active, reflective, and lifelong learners. An approach for SDL is scheduled activities where a result is measured (assignments, presentations, or projects); however, scant attention is concerning beleaguering assessment of the SDL process. This difference can obstruct the development of significant thinking, self-awareness and internal motivation.

Methods: This article discusses the need for process-oriented assessment in undergraduate medical education and presents a framework comprising five core SDL dimensions: self-awareness, goal setting, resourcefulness, strategy use, and reflection. The dimensions referred to are explained by real-life clinical scenarios from the MBBS course. Various assessment tools are memorized as tools that can capture meaningfully the learning process, including learning contracts, portfolios, rubrics, and mentor/mentee feedback.

Results: Discussion shows how process-focused assessment can provide deep insight into learner development beyond traditional result measures. Faculty roles in the form of faculty, general challenges in SDL implementation, and best practices that integrate evaluation with both educational and clinical competencies are wide.

Conclusion: Integrating process-based evaluation in SDL activities enables medical teachers to cultivate learners who are not only knowledgeable, but also reflective, resourceful and interrupted. From such a point of view, medical students are better prepared to meet the developed demands of modern medical and continuous professional development.

Keywords:

Assessment of Process, Medical education, MBBS students, Self directed learning.

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View in DOI 10.24041/ejmr.2025.23