scholarly journals Understanding the lived experiences of second year medical students related to the self-directed learning component of their learning : a phenomenological study

2018 ◽  
Author(s):  
Bryant
Keyword(s):  
Medical Students ◽  
Lived Experiences ◽  
Phenomenological Study ◽  
The Self ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Second Year

scholarly journals Validation of Internal structure of Self-Directed Learning Readiness Scale among Indian Medical Students using factor analysis and the Structural equation Modelling Approach

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Archana Prabu Kumar ◽  
Abirami Omprakash ◽  
Prabu Kumar Chokkalingam Mani ◽  
Narasimman Swaminathan ◽  
K. Maheshkumar ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Medical Students ◽  
Internal Structure ◽  
Structural Equation ◽  
The Self ◽  
Model Fit ◽  
Self Directed Learning ◽  
Indian Medical ◽  
Equation Modelling ◽  
Directed Learning

Abstract Background The Self-Directed Learning Readiness Scale (SDLRS) is a tool that helps in the assessment of the readiness of the students to pursue Self-Directed Learning (SDL). There are no documented studies on the validation of internal structure of the SDLRS among Indian medical students. Hence, the objective of this study is to validate the internal structure of SDLRS among Indian medical students using factor analysis and the Structural Equation Modelling (SEM) approach. Methods We administered Fisher’s 40-item SDLRS to 750 students after receiving the ethics clearance and the author’s permission and taking written informed consent from all the study participants (response rate: 92%). The exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and Cronbach’s alpha were performed using SPSS version 25 and the Lavaan package of R version 3.1.2. Results The values of the comparative fit index (CFI), standardised root-mean-square residual (SRMR), and root mean square error of approximation (RMSEA) were ≥ 0.9, ≤ 0.08, and ≤ 0.08, respectively, for a model fit to be acceptable. EFA showed that except for Q2 (loading score: 0.210), Q12 (loading score: 0.384), Q13 (loading score: 0.362), and Q25 (loading score: -0.219), all the items loaded well. After the exclusion of the aforementioned items, the factor loading scores for the items in the self-management, desire for learning, and self-control factors ranged from 0.405 to 0.753 (Cronbach α: 0.775), 0.396 to 0.616 (Cronbach α: 0.730), and 0.427 to 0.556 (Cronbach α: 0.799), respectively. The updated model was used for CFA, which displayed a good model fit. Conclusions The resultant model consisting of 36 items is shown to have internal structure validity for Indian version of SDLRS, which can be used to assess medical students.

scholarly journals Readiness for self-directed learning among undergraduate medical students of Andhra Medical College, Visakhapatnam

2017 ◽  
Vol 4 (8) ◽  
pp. 2836
Author(s):  
K. V. Phani Madhavi ◽  
B. Devi Madhavi
Keyword(s):  
Medical Students ◽  
Tertiary Care ◽  
The Self ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Learning Readiness ◽  
Medical College ◽  
Directed Learning ◽  
The Mean

Background: Self-directed learning (SDL) has been identified as an important skill for medical graduates. To meet the challenges in today's healthcare environment, self-directed learning is most essential. Readiness for SDL is the degree to which an individual possesses attitudes and abilities necessary for SDL. The present study was taken to assess the self-directed learning readiness (SDLR) among 4th semester medical students in a tertiary care teaching hospital. The objectives of the study were to assess the self-directed learning readiness among 4th semester undergraduate medical students of Andhra Medical College, Visakhapatnam using SDLR instrument; to find out the association if any between readiness for SDL and students’ demographic characteristics.Methods: A cross-sectional analytical study was conducted among 4th semester undergraduate medical students of Andhra Medical College, Visakhapatnam, Andhra Pradesh in the month of June 2016 to assess the self-directed learning readiness, using Fishers’40–item self-directed learning readiness scale (SDLRS) which contains 3 domains. The student’s response was collected in a 5‑point Likert scale. The readiness for SDL was categorized as high (>150 scores) and low (<150).Results: The mean SDLRS score was 145.17±18.181 with 105 (64%) students scoring <150 indicating low readiness. The mean sores in the 3 domains of self-management (SM), desire for learning (DL), self-control (SC) were 43.81±7.134, 45.88±6.916, and 55.26±8.296 respectively.Conclusions: Self-directed learning readiness appeared to be low among medical students. This study points out the need to address SDL skills among medical students, and need to find ways to build SDL skills among them. 

Assessing knowledge and practice of self-directed learning among medical students, UNIMAS

2021 ◽  
Vol 14 (1) ◽  
pp. 303-307
Author(s):  
Myat San Yi ◽  
Khin Than Yee ◽  
Soe Lwin ◽  
Mya Mya Thwin ◽  
Win Thura Win ◽  
...  
Keyword(s):  
Medical Students ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Knowledge And Practice

scholarly journals Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

2016 ◽  
Vol 5 (2) ◽  
pp. 109 ◽  
Author(s):  
Nesreen AbuAssi ◽  
Hanan Alkorashy
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
The Self ◽  
Learning Approach ◽  
Self Directed Learning ◽  
King Saud University ◽  
Directed Learning

Self-directed learning and other prevalent learning styles are important aspects of nursing education because they help nurse educators to predict differences in learners’ needs, abilities, and interests. Moreover, nurse educators depend on these predictors when they choose the most suitable teaching strategies, which enable them to manage adult learners effectively. This study’s objective is to explore the relationship between learning styles and the willingness to adopt self-directed learning among nursing students in King Saud University (KSU). Using a cross-sectional descriptive correlational design, the study was conducted with 230 undergraduate nursing students (female and male) from the third to eighth academic levels at the College of Nursing at KSU, Saudi Arabia. Kolb’s learning styles inventory and the self-directed learning readiness scale were adopted to determine the effects of the self-directed learning approach. The study’s findings suggested that the majority of nursing students had a “Diverging” style of learning. The “self-control” subscale was used to determine the willingness for self-directed learning. It recorded the highest mean score compared to the subscales of “self-management” and “desire for learning.” However, no statistically significant association was found between learning styles and self-directed learning readiness. Additionally, the findings showed that the majority of the students who participated in this study had little interest in the self-directed learning approach. Thus, this study recommends that the nursing faculty needs to assess students for their preferred learning style and readiness for self-directed learning before and throughout the students’ enrollment in the college. Further, the nursing faculty should apply a variety of teaching methods to manage students’ learning needs effectively.

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.

Application of 3D Modeling and Fusion Technology of Medical Image Data in Image Teaching

2020 ◽  
Author(s):  
Quan Yuan ◽  
Xiaomei Chen ◽  
Jian Zhai ◽  
Yadi Chen ◽  
Qingxiang Liu ◽  
...  
Keyword(s):  
Medical Imaging ◽  
Self Efficacy ◽  
Assessment System ◽  
The Self ◽  
Learning Ability ◽  
Control Group ◽  
Learning Behavior ◽  
Self Directed Learning ◽  
Significant Difference ◽  
Directed Learning

Abstract Backgroundwe combined anatomy with imaging, transformed the 2D information of various imaging techniques into 3D information, and form the assessment system of real medical imaging cases in order to make up for the deficiencies in the current teaching of the medical imaging technology students. MethodsA total of 460 medical imaging students were selected and randomly divided into two groups. The research group received the teaching of the fusion of the original CT and MR data 3D model and the original image combined with 3D anatomical image. Statistical analysis Academic self-efficacy scale and Self-directed learning ability scale was adopted by self-directed learning evaluation scale between two groups.ResultsCompare the theoretical scores and case analysis scores of the two groups. The scores of the study and control groups were significantly higher than those of the control group.Before the experiment, no significant difference was detected in the self-efficacy of learning ability and learning behavior between the two groups , while after the experiment, these differences between the two groups were statistically significan. Moreover, the learning ability self-efficacy and learning behavior of the two groups of students after the experiment was significantly higher than that before the experiment. The self-efficacy of the learning behavior of the control group was higher after the experiment than that before the experiment, albeit the difference was not statistically significant . ConclusionsThe modern, information-based and humanized experimental teaching mode will be constantly improved under the support of PACS system in order to optimize the medical imaging teaching activities for the development of modern medical education.

Sign in / Sign up

Export Citation Format

Share Document