Background:

Students should be encouraged to become reflexive and develop autonomous, lifelong learning habits. Therefore, teachers should focus on learning strategies which stimulate autonomous learning.

Aim:

To assess the impact of a self-directed teaching methodology on the academic performance of medical students in cellular biology and biochemistry.

Materials and Methods:

During 2013, 85 students received a traditional teaching methodology and during 2014, 85 students received a self-directed learning methodology. The grades obtained and the number of failures in the courses of cellular biology and biochemistry were compared in both groups.

Results:

The percentages of students approved at the end of the courses during 2013 and 2014 were 64 and 96% respectively (p < 0.01). The grades obtained by the 2014 students were also significantly higher than those obtained by 2013 students.

Conclusions:

This study confirms that academic performance improves with a self-directed teaching approach.