Readiness for Self-Directed Learning among first year Saudi Medical students

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.

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LEVEL OF KNOWLEDGE GAINED BY SELF-DIRECTED LEARNING AND INTERACTIVE LECTURES FOR TEACHING BIOCHEMISTRY AMONG FIRST YEAR MEDICAL STUDENTS IN GOVERNMENT MEDICAL COLLEGE, IDUKKI, KERALA- A COMPARATIVE STUDY

Journal of Evidence Based Medicine and Healthcare ◽

10.18410/jebmh/2018/290 ◽

2018 ◽

Vol 5 (16) ◽

pp. 1395-1398

Author(s):

Sajeevan K.C ◽

Jaya Jose

Keyword(s):

Medical Students ◽

Comparative Study ◽

First Year ◽

Government Medical College ◽

Self Directed Learning ◽

Medical College ◽

Interactive Lectures ◽

Directed Learning ◽

Level Of Knowledge ◽

First Year Medical Students

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EVIDENCE BASED MEDICINE

The Professional Medical Journal ◽

10.29309/tpmj/2018.25.06.278 ◽

2018 ◽

Vol 25 (06) ◽

pp. 896-902

Author(s):

Faiza Samad ◽

Zeba Saeed ◽

Zainab Hasan ◽

Muhammad Faisal Fahim

Keyword(s):

Medical Students ◽

Clinical Medicine ◽

Likert Scale ◽

First Year ◽

Senior Faculty ◽

Self Directed Learning ◽

Cross Sectional ◽

First Year Students ◽

Directed Learning ◽

Based Medicine

Objectives: Evaluate perception and barriers of practice of Evidence basedMedicine of first and third year medical students of Jinnah Medical and Dental College Karachi.Study Design: Descriptive, cross sectional. Setting: Department of Medicine, Jinnah Medical andDental College Karachi. Period: Dec 2013 to Oct 2014. Subjects & Methods: Of 100 students,response rate was 71% in each year, first year males were n=20 (28.2%) females n=51 (71.8%)in third year males were n=17 (23. 9%) and females n=54 (76.1%). A student based medicineEBM curriculum was imparted to the first and third year medical students in each of 2 semestersof 18 and 16 weeks duration. A Questionnaire based on Likert scale comprising of 10 questionswas filled out at the end of the course of the first and third years during October 2014. Result:Response rate was 71%, on Likert scale 4 and 5 First year students interest in EBM Classeswas n=61(89.5%) as compared to n=36(50.8%) in third year students. Importance of stepsof EBM for practicing clinical medicine was appreciated by n=60(84.5%) of first year studentsversus 47(66.2 %) in third year students. EBM course helped in understanding importance ofarticles in practice of medicine articles in n=44(61.9%) of first year students as compared to39(54.9%) of third years. Barriers perceived were practice of EBM in the institution was lackingas reported by n=35(49.3%) of first year students and n=47(66.2%) in third year students, alonger duration of course was desired by n=41(57.8%) of first year students the respondentsagreed versus=35(49.3%) of third years, and the course was considered more theoretical thanpractical n=35(48.3. %)by first years and n=48(67.6%) by third year students, p values were notsignificant. Conclusion: More Pre-clinical as compared to clinical medical students recognizedEBM as an important component of undergraduate education. This positive attitude needs tobe nurtured for self-directed learning as is evident in their realization of articles being importantfor clinical practice. The declining interest is due to EBM not being an examination subject,lack of practice of EBM in the institution, and poor electronic resources and lack of vision of theinstitution to embed EBM in the curriculum in to sustain interest as students moved to higherlevels and will remain a barrier till senior faculty give way to innovations in the field of medicaleducation.

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Comparison of Students’ Characteristics, Self-Motivation, and Readiness of Self-Directed Learning Implementation among Medical Students at Maranatha Christian University

Journal Of Medicine & Health ◽

10.28932/jmh.v1i5.541 ◽

2017 ◽

Vol 1 (5) ◽

Author(s):

Rimonta F Gunanegara ◽

Mardiastuti H Wahid ◽

Indah S Widyahening

Keyword(s):

Medical Students ◽

Learning Process ◽

Group Discussion ◽

First Year ◽

Mixed Method Research ◽

Self Directed Learning ◽

Factors Affecting ◽

Significant Difference ◽

Directed Learning

Self-Directed Learning (SDL) is an important skill that must be achieved by medical students.The aim of this study is to identify the level of self-motivation and SDL readiness in the medicalstudents as well as to identify factors affecting SDL. This is is a mixed method research,involving first-year and clinical year medical students. A quantitative research is conducted bydistributing self-motivation (MSLQ) and SDL questionnaire (SDLRS). A total sampling isapplied to select the respondents. Furthermore, focus group discussion (FGD) on students andtutors/preceptors is carried out. Informants are chosen by purposive sampling method. Thisresearch reveals that most of medical students have a good level of self-motivation but a lowlevel of SDL readiness. Nevertheless, the mean scores of SDL readiness in both groups showsno significant differences. The research also identifies four major factors affecting the SDLreadiness, namely the students’ characteristics, learning process, the role of tutors/preceptorsand supporting facilities for learning. There is no significant difference between SDL readinessof the first-year and clinical year of medical students. Unprepared students’ characteristics,sub-optimal learning process, unsupported role of tutors/preceptors and inadequate learningresources are found to be the mayor factors influencing SDL readiness.Keywords: self-directed learning readiness; self-motivation; problem-based learning

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