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Self Directed Learning (SDL) is one of the key components of adult learning theory proposed by Malcolm Knowles. SDL is an important tool for making medical students lifelong learners. Health professionals need to be self-directed learners to keep pace with exponentially increasing medical knowledge. Aim: This study aims to study the perception of students and faculty towards a recently conducted SDL module for first phase students in Biochemistry. Materials and Methods: The SDL was implemented in 2 sessions. In Session 1 a case scenario of jaundice was presented to the students. Students were asked to formulate learning objectives. The students were provided resource materials and a WhatsApp group was created to motivate the students for self-directed learning and for clarifying any doubts from the students. The students were given 4 days to learn the topic on their own and regular reminders of the timeline were posted on the group. One day before Session 2 students were assessed by 5 MCQs using an online quiz. Session 2 was conducted 5 days later during a 2 hour tutorial slot as a Fishbowl Session. Afterwards, the post-discussion assessment questionnaire was distributed to students and perception analysis questionnaire was distributed to the students and faculty. Results: An overwhelming majority of the students [84%] have found SDL as a more interesting and enthusiastic way of learning. Majority of students found SDL an enjoyable form of learning that gives ample opportunity to interact with the faculty. Students felt that fish bowl discussion helped them to open up and speak in peer group which certainly boosted their self-esteem and confidence and helped them develop the communication skill. 86% students found that application of clinical knowledge is easier when topic is learned in SDL module. Keywords: Curriculum, Education, Medical, Clinical Competence, Students, Medical.

Perception analysis of students and faculty of a self-directed learning module in biochemistry in a north Indian medical college