STREAMLINING LEARNING PROCESS THROUGH INTRODUCTION OF LEARNER’S LOG FOR MEDICAL STUDENTS OF PRE-CLERKSHIP YEARS

Learner’s Log For Medical Students

Abstract

Objective: To follow students’ daily learning activities, ensure active participation in learning process and provide immediate feedback to students, facilitators and course directors on daily performance.

Place and Duration of Study: This study was conducted at Shifa College of Medicine in an ongoing module of first year medical students for a period of two weeks.

Material and Methods: Learner’s log was developed and piloted in three study groups (n = 35) of first year medical students and facilitators (n = 9) of multidisciplinary modular team of Shifa College of Medicine (SCM), Pakistan. The learner’s log focused on developing the learner as a Scholar, Communicator, Collaborator, Manager, Health Advocate and Professional (Adapted from Can MEDS Physic-ians Competency Framework). Students’ and facilitators’ questionnaires, comprising of a series of statements and an option for open comments/suggestions, were designed and distributed at the end of study.

Results: Analysis showed an appreciating attitude of students and mixed response of facilitators towards learner’s log. Sixty percent students and eighty five percent facilitators agreed that this type of learning strategy could be a good tool for self assessment and to keep track of their progress. Fifty seven percent facilitators and fifty three percent students considered it helpful to maintain fair attendance record. A total of 70% students found it helpful in maintaining the log of daily activities whereas 57% facilitators considered it cumbersome and disagreed with its effectiveness as a timely feedback instrument for students.

Conclusion: The results support that effective utilization of learner’s log could reflect students’ performance on daily basis and provide a motivational drive to do better by reviewing their progress and giving them appropriate feedback on their performance.  The apprehensions of the facilitators and students about learner’s log could be minimized by training of facilitators and sensitization of students to learner’s log in pre-clerkship years.