Changing the direction of undergraduate learning: from teacher centered to student centered.

Abstract

Among many challenges we face in the 21'' century, increasing need to acquire new knowledge and new perspectives are prominent. Intense demand for learning and advances in technology are changing the nature of learning. In the past, the teachers' m, in role was to provide information to students but in this era of information technology, the teachers' role should not be limited to providing information to the adult learners in universities. Providing the basic content knowledge is essential, but teaching the methods of learning is more important than providing the content knowledge alone. Since knowledge and skills change from day to day, teachers cannot simply provide all the knowledge and skills required. What is most important today is to teach students how to learn. The teacher's role is shifting from a content provider towards a facilitator who promote student involvement, support student to acquire skills that help in learning throughout life, and facilitate students to t.1ke responsibility of own learning (Collins, 2009; Gwee, 2009; Wang and Li, 2010). Continuous professional development is a well accepted requirement in the medical profession. Continuous professional development depends on doctor',, ability to engage in self directed learning. In this process, he needs to analyse critically and re·lect on his learning needs, formulate goals and evaluate his learning. Quality of continuous karning of medical professionals is mentioned as 'ability to manage their learning with respect to continuing professional development' in the subject benchmark statement for Medicine by UGC, Sri Lanka. Promotion of research work is also mentioned in the subject benchmark statement for Medicine by UGC, Sri Lanka (available at http://www.qaacouncil.lk/ qa_fw/SB_Reports/ SBS_Medicine.pdf. Curriculum of Ruhuna Medical Faculty is disciplined based md traditional type. During the first and second years, students study Physiology, Anatomy and Biochemistry without clinical exposure. The teaching activities are mainly teacher centred and didactic consists of formal lectures, practical sessions, and tutorial classes during pre-clinical period. Medical education is moving towards the process with more student centred problem solving activities in the world as well as Sri Lanka (Editorial, 2005; Lam and Lam, 2009; Walker and Mouton, 2009). Considering our undergraduate ;tudents as adult learners, we introduced few activities to the Physiology curriculum to involve them actively in the le, ming process by giving rhem the responsibility of their own learnmg and to make them lifelong learners (Somasiri et ul., 2006; Kommalage and Gunawardena, 2008a, 2008b, 2008c, 2010a. 2011; Walker and Mouton, 2009; Kommalage and Imbulgoda, 20IO). I have involved in introducing these activities during the last five year period with the contribution and support from my rnlleagues in the department. These activities have been evaluated and published as several p,er review papers and presen1ed in many conferences in abstract forms.