Exploring first-year undergraduate medical students' self-directed learning readiness to physiology

2011 ◽  
Vol 35 (4) ◽  
pp. 393-395 ◽  
Author(s):  
Reem Rachel Abraham ◽  
Murray Fisher ◽  
Asha Kamath ◽  
T. Aizan Izzati ◽  
Saidatul Nabila ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Low Achievers ◽  
Self Control ◽  
High Achievers ◽  
Self Management ◽  
First Year ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning

Medical students are expected to possess self-directed learning skills to pursue lifelong learning. Previous studies have reported that the readiness for self-directed learning depends on personal attributes as well as the curriculum followed in institutions. Melaka Manipal Medical College of Manipal University (Karnataka, India) offers a Bachelor of Medicine and Bachelor of Surgery (MBBS) twinning program that is of 5 yr in duration. Keeping in mind the amount of time that the curriculum has devoted for self-directed learning, we explored the self-directed learning readiness of first-year MBBS students ( n = 130) using a self-directed learning readiness scale (SDLRS) and explored the correlation between SDLRS scores of high achievers, medium achievers, and low achievers with their academic performance in physiology examinations. Students were requested to respond to each item of the SDLRS on a Likert scale. Median scores of the three scales of the SDLRS were compared across the three groups of students using a Kruskall-Wallis test. SDLRS scores of the students ( n = 130) were correlated with their marks in theory papers of first, second, and third block-end examinations using Spearmann's correlation coefficient. The mean item score for desire for learning was found to be higher followed by self-control and self-management. Data analyses showed significantly high ( P < 0.03) median scores for self-control for high achievers compared with medium and low achievers. Between the groups, high achievers had a higher score for all the three scales of the SDLRS followed by low and medium achievers. SDLRS scores and academic performance of the three groups of students were found to exhibit a weak correlation. This study threw light on the fact that despite having a high desire for learning and ability of self-control, students need to be supported in their self-management skills.

scholarly journals INSTRUMEN KESEDIAAN PEMBELAJARAN TERARAH KENDIRI

2015 ◽  
Vol 3 (1) ◽  
pp. 77-110
Author(s):  
Khairul Azhar Mat Daud ◽  
Nik Zulkarnaen Khidzir ◽  
Hasyamuddin Othman
Keyword(s):  
Student Motivation ◽  
High Reliability ◽  
Self Control ◽  
Self Management ◽  
Pilot Test ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Cronbach Alpha ◽  
Directed Learning ◽  
Very High

AbstrakInstrumen kesediaan pembelajaran terarah kendiri (KPTK) adalah merupakan instrumen yangdibangunkan bagi mengukur tahap kesediaan pelajar untuk belajar secara terarah kendiri. InstrumenKPTK dibangunkan hasil daripada adaptasi intrumen ”self-directed learning readiness scale” (SDLRS)yang dibangunkan oleh Guglielmino (1977). Instrumen SDLRS ini diadaptasikan supaya penggunaaninstrumen yang akan dibangunkan dapat disesuaikan dengan iklim setempat dari pelbagai aspek yangsaling mempengaruhi dalam sistem pengajaran dan pembelajaran di Malaysia. Antara aspek yang salingmempengaruhi sistem pengajaran dan pembelajaran di Malaysia adalah seperti aspek pengurusan,pelaksanaan, sistem pembelajaran, kemudahan infrastruktur, motivasi pelajar, pencapaian dan tahapsosioekonomi pelajar. Pembangunan instrumen KPTK ini melalui lima fasa utama iaitu ; penterjemahan,pengesahan dari pakar bahasa, kajian rintis, analisis kebolehpercayaan dan akhirnya pembangunanformat instrumen. Melalui analisis yang dibuat, adalah didapati nilai kebolehpercayaan instrumen inisangat tinggi iaitu alpha cronbach, ? = 0.9204. Kesediaan pembelajaran terarah kendiri terbentuk daripadatiga konstruk utama iaitu Pengurusan kendiri (alpha cronbach,? = 0.8780), Keazaman untuk belajar (alphacronbach,? = 0.8634), dan kawalan kendiri (alpha cronbach,? = 0.8496). Abstract The instrument of Self-Directed Learning Readiness Scale (SDLRS) is an instrument developed tomeasure students’ readiness for self-directed learning. The SDLRS instrument was developed by adaptingthe original instrument which is established from Guglielminno (1977). The original SDLRS instrumentfrom Guglielmino (1977) has been adapted in order to mismatch its application with the local culture froma variety of aspects influencing the Malaysian education system. The particular aspects that influencethe Malaysian educational system is management, implementation, learning systems, infrastructure,student motivation, achievement and students socioeconomics. The development of SDLRS is through aproper process with five main phases namely; language expertise, pilot test, the analysis of reliability andfinally, the development of an instrument format. Through the analysis, it is found that the value of theseinstruments has a very high reliability of Cronbach alpha, ? = 0.9204. Self-directed learning readiness isformed by three constructs such as Self-Management (Cronbach alpha, ? = 0.8780), determination tolearn (Cronbach alpha, ? = 0.8634), and self-control (Cronbach alpha, ? = 0.8496).

scholarly journals Measuring Readiness for Self-Directed Learning in Medical Undergraduates: A Single Institution Study

2021 ◽  
Author(s):  
Faten Alradini ◽  
Nadeem Ahmad ◽  
Lubna Ejaz Kahloon ◽  
Amrah Javaid ◽  
Norah Al Zamil
Keyword(s):  
Medical Students ◽  
Partial Correlation ◽  
Self Control ◽  
Self Management ◽  
Clinical Group ◽  
Self Directed Learning ◽  
Medical Undergraduates ◽  
Directed Learning ◽  
Efficient Learning ◽  
One Way Anova

Abstract BACKGROUNDSelf-directed learning is believed to impart more efficient learning than the traditional one. However, it requires learners to possess the readiness for it, which varies in individuals. Measuring the readiness for self-directed learning in the indigenous population would help evaluate self-directed learning in a particular setting.OBJECTIVETo measure the readiness for self-directed learning in medical students for its possible impact on their learning.MATERIAL AND METHODSThe study was done during 2017-2018 amongst the medical students of Princess Nourah University, Riyadh, by using the Fisher’s readiness scale. One-way Anova and bivariate and partial correlation were employed for statistical analysis.RESULTSTotal students were 350 with 96 (27.4%) responding - 73 (76%) of preclinical and 23 (24%) of clinical classes.The total mean readiness score was 123.97(SD16.15) versus the desired >150. Mean scores for the domains of self-management, desire-for-learning, and self–control were 37.8(SD5.9), 38.07(SD5.5), 48.09(SD6.7) versus the desired 47.31, 44.26, and 58.98, respectively.In the pre-clinical group, the total mean readiness score was 122.34(SD16.8), and for self-management, desire-for-learning, and self-control, 37.12(SD6.2), 37.52(SD5.6), and 47.69(SD7.1) respectively. In the clinical group, the respective scores were 129.13(SD12.4), 39.95(SD4.7), 39.82(SD5.02), and 49.34(SD5.09).Preclinical and clinical groups differed significantly in the self-management score (P=.04) but not in total readiness (P=.07), desire-for-learning (P=.08), and self–control (P=.3) scores.Self-control and desire-for-learning had a positive correlation, and also self-control and self-management if self-management or desire-for-learning were controlled respectively (P< .05).CONCLUSIONMean scores for readiness for SDL and its three domains were lower than the desired levels. A hybrid system thus seems more appropriate for the setting.

scholarly journals Faktor-Faktor yang Mempengaruhi Self Directed Learning Readiness pada Mahasiswa Tahun Pertama, Kedua, dan Ketiga di Fakultas Kedokteran Universitas Hasanuddin dalam PBL

2016 ◽  
Vol 5 (2) ◽  
pp. 67
Author(s):  
Hasan Nyambe ◽  
Harsono Mardiwiyoto ◽  
Gandes Retno Rahayu
Keyword(s):  
Self Control ◽  
Independent Learning ◽  
Average Score ◽  
First Year ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
First Year Students ◽  
Directed Learning ◽  
Second Year ◽  
Self Learning

Background: The study explores the factors that affecting the readiness to (self-directed learning readiness) in the context of PBL is still rare, especially when in fact unprepared students in the initiative and the desire for self-learning, a lack of understanding of students on independent learning and interpretation mischaracterized the self-learning (self directed learning) is still frequently encountered. This study aimed to measure simultaneously identify factors that influence student SDLR in the first, second and third at the Medical Faculty of Hasanuddin University.Method: through two stages (sequencing), which combines two research approaches, namely qualitative as the main approach (dominant) and quantitative approaches as facilitators (less dominant). data collection with questionnaires and focus group discussions. The number of subjects quantitative 399 people (143 people from the first year, 152 the second year and 104 people from the third year), while for FGD about 18 people who set out with purposive sampling. Distributing questionnaires carried out in advance to obtain SDLR categories of high, medium and low, followed by FGD each batch by category SDLRnya. The analysis starts with the transcription process then the coding process.Results: This study shows that the average score lowest SDLR owned by First-year students FK UNHAS while the highest SDLR owned by Second year students. Not found SDLR category lower because students have had plenty of experience of active and independent learning that develops steadily. There are several factors that affect SDLR construct the desire to learn, self-control and self-management.Conclusion: Factors that affect SDLR the first year students, second and third in the FK Unhas divided into two, namely: (1) internal factors which consist of physical health, the availability of leisure time, hobby or avocation, self maturity, and intelligence; (2) external factors which consists of the support of family and friends, faculty facilities, problems, relationships between peers, and the influence of parents and friends

scholarly journals Penerapan Self-Directed Learning Melalui Sistem PBL Pada Mahasiswa Fakultas Kedokteran di Asia: Suatu Kajian Literatur

2017 ◽  
Vol 6 (3) ◽  
pp. 133
Author(s):  
Nur Meity ◽  
Titi Savitri Prihatiningsih ◽  
Efrayim Suryadi
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Human Resources Management ◽  
World Federation ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Medical Specialties ◽  
Life Long Learning ◽  
Directed Learning ◽  
The Right

Background: Medical student need to develop self-directed learning skills in order to promote life-long learning skill which important for medical professionality.  Rate of progression and innovation in science along with future medical world challenge incresingly strengthen self-directed learning and life-long learning as something that need to be noted.  The importance of SDL can be discerned   when American Board of Medical Specialties and World Federation for Medical Education put it as something that need to be evaluate in medical student during their time of study. The aims of this study is to gain explanation about self-directed learning implementation through PBL system and self-directed learning readiness in medical institutions in Asia.Method: This study is a literature review, that is a study been held by searching, collect, analyze and summarize a number of articles concerning  self-directed learning implementation through problem-based learning to medical students in Asia.Results: Self-directed learning readiness medical students in Asia is found inferior, especially in first year students. In addition, self-directed learning implementation for Asian context, found  that influence of lecturer exceedingly intense, where the right insight of self-directed learning will have an impact to succeed it implementation. Moreover, self-directed learning acquaintance have to be accompanied with accurate human resources management as well as support of facility and infrastructure, where the successfulness of self-directed learning implementation required entailment  and commitment of all party.

scholarly journals FACEBOOK® GROUP USAGE TO SUPPORT FLIPPED-CLASSROOM LEARNING ON OCULAR TRAUMA

2020 ◽  
Vol 9 (1) ◽  
pp. 32
Author(s):  
Muhamad Reza Utama ◽  
Deny Yuliawan ◽  
Yoyo Suhoyo ◽  
Widyandana Doni
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Ocular Trauma ◽  
Cognitive Engagement ◽  
Traditional Learning ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Active User ◽  
Directed Learning

Background: Facebook has been acknowledged as an alternative media in supporting traditional learning activities. However, its potential in enhancing students’ cognitive engagement on flipped-classroom’ activities is still not much known. This study aims to measure undergraduate medical students’ cognitive engagement changes after joining an ocular trauma flipped-classroom’ Facebook group.Methods: This pre-experimental study was involving 45 third-year undergraduate medical students of Muhammadiyah Surabaya' University who were joining the ocular trauma flipped-classroom' Facebook group. Three cognitive engagement variables were measured before students were joining the group and after the flipped-classroom’ face to face session ended. Finally, metrics data of the group members’ activities, which had been collected using Facebook Insight, used to shown changes between the active and passive user.Results: All users’ (n = 45) cognitive engagement were rising significantly after join the Facebook group (motivation, p = 0,000; self-directed learning readiness, p = 0,000; knowledge towards ocular trauma topic, p = 0,000). Increase in average active user knowledge was 11.09 points higher than passive users. Self-efficacy aspect of the students’ learning motivation and self-management aspects of the students’ self-directed learning readiness were the most increased sub-components.Conclusion: Facebook group has the potential to improve students’ cognitive engagement on ocular trauma’ flipped classroom.  

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