Seminars as a Self-Directed Learning Tool in Medical Education: An Explanatory Mixed- Method Study

Abstract

Introduction: The effectiveness of seminars as a self-directed learning (SDL) tool is increasingly recognized in medical education. While seminars enhance peer-led learning and presentation skills, they also face challenges, such as maintaining engagement and content relevance.

Methods: This study employed an explanatory sequential mixed-methods design. Quantitative data were gathered from 104 final year medical students at Government Medical College, Chennai, through a structured questionnaire post-seminar. Qualitative data was collected via three focus group discussions (FGDs) with 8 participants each, designed to capture perceptions and experiences in seminar preparation and presentation.
Results: Quantitative findings revealed that 59.6% of students agreed that seminars ignite interest in topics, and 86.6% felt seminars help overcome stage fright. Most students (84.6%) noted the time-intensive nature of preparation, and 80.8% reported that rewards during or after seminars improved participation. Qualitative analysis highlighted three categories: Benefits of Seminars (e.g., interactive sessions, self-confidence building), Challenges (e.g., content condensation, engagement), and Other Influencing Factors (e.g., language adaptability).
Conclusion: Seminars are a valuable SDL tool, fostering student confidence, engagement, and knowledge retention. However, effective seminar implementation requires balancing engagement with content
preparation. Although seminars promote active learning, opinions are mixed regarding their superiority over traditional classroom teaching.