{"id":3157,"date":"2026-06-05T04:41:35","date_gmt":"2026-06-05T04:41:35","guid":{"rendered":"https:\/\/www.ijmhr.org\/IntJAnatRes\/?page_id=3157"},"modified":"2026-06-05T04:47:54","modified_gmt":"2026-06-05T04:47:54","slug":"ijar-2026-150","status":"publish","type":"page","link":"https:\/\/www.ijmhr.org\/IntJAnatRes\/ijar-2026-150","title":{"rendered":"IJAR.2026.150"},"content":{"rendered":"
<\/i> DOWNLOAD PDF<\/span><\/a><\/div><\/div><\/div>
<\/i> Table of Contents<\/span><\/a><\/div><\/div><\/div><\/div>\n

Type of Article:<\/strong>\u00a0 Research Protocol<\/h3>\n

Volume 14; Issue 2 (June<\/strong>\u00a02026)<\/strong><\/h3>\n

Page No.:<\/strong> 9559-9567<\/h3>\n

DOI:\u00a0<\/strong>https:\/\/dx.doi.org\/10.16965\/ijar.2026.150<\/h3>\n

Comparing the Effectiveness of Heutagogy-Driven Micro-module Creation with (Versus) Traditional Teaching-Learning Methods in Early Medical Education: A Mixed-Method Protocol<\/h3>\n

Ravindra Kumar B 1a,1b<\/sup>, <\/strong>Snehal S. Samal 2<\/sup>, Vaibhav P. Anjankar 3<\/sup>.<\/strong><\/p>\n

1a <\/sup>Masters in Health Professions Education (MHPE) Scholar, School of Higher Education and Research (SHER), Datta Meghe Institute of Higher Education and Research (DMIHER), Sawangi (Meghe), Wardha, Maharashtra, India.<\/p>\n

1b<\/sup>\u00a0Associate Professor of Anatomy, Parul Institute of Medical Sciences & Research, Faculty of Medicine, Parul University, Vadodara, Gujarat, India. \u00a0ORCiD:<\/strong>\u00a00000-0003-0569-1472<\/p>\n

2<\/sup> Associate Professor, Department of Neuro-Physiotherapy, Ravi Nair Physiotherapy College & School of Higher Education and Research (SHER), Datta Meghe Institute of Higher Education and Research (DMIHER), Sawangi (Meghe), Wardha, Maharashtra, India. ORCiD:<\/strong> 0000-0003-0105-2411<\/p>\n

3<\/sup> Professor of Anatomy, Jawaharlal Nehru Medical College, Datta Meghe Institute of Higher Education and Research (DMIHER) & Director, School of Higher Education and Research (SHER) Sawangi (Meghe), Wardha, Maharashtra, India.\u00a0ORCiD:<\/strong>\u00a00000-0002-3033-2239<\/p>\n

Corresponding Author: <\/strong>Dr. Ravindra Kumar B, \u00a0<\/strong>Masters in Health Professions Education (MHPE) Scholar, School of Higher Education and Research (SHER), Datta Meghe Institute of Higher Education and Research (DMIHER), Sawangi (Meghe), Wardha, Maharashtra, India.\u00a0E-Mail: <\/strong>dr.ravindrakumar@gmail.com<\/p>\n

Abstract<\/strong><\/p>\n

Background:<\/strong> Phase 1 MBBS medical education in India is traditionally content-heavy and teacher-centred, frequently causing student dissatisfaction and cognitive overload. While the National Medical Commission (NMC) mandates active, student-centred strategies, empirical evidence regarding heutagogy\u2014self-determined learning\u2014remains sparse within the Indian context. Grounded in Self-Determination Theory (SDT), this study introduces student-designed micro-modules to foster critical metacognitive reflection, peer learning, and active learner capability.<\/p>\n

Objective:<\/strong> To implement and compare the effectiveness of heutagogy-driven micro-module creation against traditional didactic teaching-learning methods on the self-directed learning readiness and psychological need satisfaction of first-year medical students.<\/p>\n

Methods: <\/strong>This 8-week mixed-methods quasi-experimental study will be conducted at the Parul Institute of Medical Sciences, Vadodara, India. A sample of 150 first-year MBBS students will be divided into intervention (n = 75) and control (n = 75) groups using purposive stratification. The intervention group will collaboratively design 10\u201315 minute anatomy micro-modules, while the control group undergoes standard didactic lectures.\u00a0 Quantitative data includes pre- and post-intervention scores from the refined 30-item Self-Directed Learning Readiness Scale (SDLRS) and Autonomy, Competence, Relatedness (ACR) questionnaires. Qualitative insight will be gathered through thematic analysis of student reflection logs and focus group discussions.<\/p>\n

Results:<\/strong> The detailed results will be published in subsequent reports.<\/p>\n

Conclusions:<\/strong> Shifting the pedagogical paradigm toward heutagogy via microlearning mini-projects holds significant promise for cultivating lifelong learning capabilities. This approach successfully balances instructional innovation with formal curriculum requirements, directly supporting the operationalization of India’s competency-based medical education framework.<\/p>\n

Keywords<\/strong>:<\/strong> Heutagogy, Microlearning, Medical Education, Self-Determined Learning, Self-Directed Learning Readiness.<\/p>\n

REFERENCES<\/strong><\/p>\n

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[10]. Shtayermman, O., Chesham, B., Espinoza, M., Gillespie, S. L., Hanners, A., Nwankpa, U., \u2026 Barr, T. L. Heutagogy for dynamic learning: lessons learned from an Innovation Fellowship. Cogent Education, 2025;12(1).
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[11]. Thillainadesan J, Le Couteur DG, Haq I, Wilkinson TJ. When I say \u2026 microlearning. Med Educ. 2022 Aug;56(8):791-792.
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[12]. Microlearning Design Principles for Effective Learning. Published December 10, 2025. https:\/\/learnbrite.com\/microlearning-design\/
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[14]. Lim YS, Willey JM. Evaluation and refinement of Self-Directed Learning Readiness Scale for medical students. Korean J Med Educ. 2024 Jun;36(2):175-188.
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[15]. So, H.-y. Technology, life-long learning, and heutagogy. Hong Kong J Emergency Med, 2024;31: 281-284.
https:\/\/doi.org\/10.1002\/hkj2.12053<\/p>\n

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\n \t Cite this article:<\/strong><\/span> Ravindra Kumar B, Snehal S. Samal, Vaibhav P. Anjankar.\u00a0Comparing the Effectiveness of Heutagogy-Driven Micro-module Creation with (Versus) Traditional Teaching-Learning Methods in Early Medical Education: A Mixed-Method Protocol. Int J Anat Res 2026;14(2):9559-9567. DOI:\u00a0<\/strong>10.16965\/ijar.2026.150\u00a0 \n <\/div>\t\n\t\t\n\n\n

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Type of Article:\u00a0 Research Protocol Volume 14; Issue 2 (June\u00a02026) Page No.: 9559-9567 DOI:\u00a0https:\/\/dx.doi.org\/10.16965\/ijar.2026.150 Comparing the Effectiveness of Heutagogy-Driven Micro-module Creation with (Versus) Traditional Teaching-Learning Methods in Early Medical Education: A Mixed-Method Protocol Ravindra Kumar B 1a,1b, Snehal S. Samal 2, Vaibhav P. Anjankar 3. 1a Masters in Health Professions Education (MHPE) Scholar, School of
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