scholarly journals HUBUNGAN MOTIVASI INTRINSIK TERHADAP PELAKSANAAN PEMBELAJARAN LANGSUNG DI FAKULTAS KEDOKTERAN HALU OLEO UNIVERSITAS KENDARI

2020 ◽  
Vol 2 (2) ◽  
pp. 95-101
Author(s):  
Ashaeryanto Ashaeryanto ◽  
Satrio Wicaksono ◽  
Juminten Saimin ◽  
Rezki Fitrianti
Keyword(s):  
Medical Students ◽  
Intrinsic Motivation ◽  
Quantitative Research ◽  
Self Control ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Monitoring ◽  
Directed Learning

Self-Directed Learning (SDL) is a student-centered learning in which the process and experience of learning are individually regulated and controlled by the student. The implementation of SDL is an interaction of several aspects, including self-motivation, self-control, and self-monitoring skills. Students with strong motivation in the learning process will have more consistency in implementing the SDL. Inner self-motivation will give better impacts than that obtained from the outside. This study aimed to analyze the correlation of intrinsic motivation to SDL implementation in the Faculty of Medicine of Halu Oleo University. The study was quantitative research using a cross-sectional design. Subjects were 91 sophomores of the Faculty of Medicine of Halu Oleo University (UHO). Data were collected using a total sampling method. SDL implementation and intrinsic motivation were measured using Self-Directed Learning Readiness Scale (SDLRS) and Intrinsic Motivation Inventory (IMI) questionnaires, respectively. Data were statistically analyzed using Pearson’s correlation. Second-year of medical students of UHO showed a high intrinsic motivation and SDL implementation. Students with high intrinsic motivation were found to apply high implementation of SDL. Moreover, students with moderate intrinsic motivation also showed high implementation of SDL. There is a significant correlation between intrinsic motivation to SDL implementation among medical students of UHO. Further research is required to investigate other factors that affect the SDL implementation of medical students.

scholarly journals Gambaran Self Directed Learning Readiness Mahasiswa Program Studi Kedokteran Fakultas Kedokteran Universitas Andalas

2021 ◽  
Vol 1 (3) ◽  
pp. 296-302
Author(s):  
Edwido Leonori Saputra ◽  
Dian Pertiwi ◽  
Yose Ramda Ilhamdi
Keyword(s):  
Random Sampling ◽  
Stratified Random Sampling ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Learning Readiness ◽  
Student Centered ◽  
Student Centered Learning ◽  
Directed Learning

  Latar Belakang : Metode belajar student centered learning telah digunakan dan diaplikasikan oleh Fakultas Kedokteran Universitas Andalas sejak tahun 2004. Untuk mengikuti pembelajaran dengan metode SCL ini mahasiswa perlu memiliki self directed learning readiness. Penelitian ini bertujuan untuk melihat bagaimana self directed learning readiness mahasiswa FK Unand. Metode : Penelitian ini merupakan penelitian deskriptif dengan pendekatan Cross sectional. Sampel penelitian ini adalah mahasiswa program studi kedokteran FK Unand, menggunakan metode stratified random sampling didapatkan sampel tiap angkatan 2016, 2017, 2018, 2019 secara berurutan adalah 72, 75, 80, 74 mahasiswa. Pengambilan data penelitian ini menggunakan kuesioner SDLRS yang diadaptasi oleh Zulharman et al. Data penelitian dianalisa menggunakan analisis univariat. Hasil : Mahasiswa program studi kedokteran FK Unand tergolong memiliki SDLR tinggi karena sebanyak 221 (73,4%) mahasiswa memiliki skor SDLR tinggi dan sebanyak 80 (26,6%) mahasiswa memiliki skor SDLR sedang-rendah. Rata-rata skor SDLR tertinggi dimiliki oleh angkatan 2016 yang motivasi dan kontrol dirinya juga tinggi. rata-rata skor SDLR terendah dimiliki oleh angkatan 2017 yang manajemen diri dan kontrol dirinya juga rendah, sedangkan untuk 2018 memiliki manajemen diri yang baik tetapi rendah dalam motivasi belajar. Kesimpulan : Self directed learning readiness mahasiswa program studi kedokteran Fakultas Kedokteran Universitas Andalas berada dalam kategori baik. Kata kunci : student centered learning, self directed learning readiness, SDLRS

SELF-DIRECTED LEARNING READINESS IN UNDERGRADUATE MEDICAL STUDENTS – A CROSS-SECTIONAL STUDY

2021 ◽  
pp. 13-17
Author(s):  
Sanober Wasim ◽  
Lokavarapu Manoj Joshua ◽  
M Salahuddin Ansari ◽  
Vartika Saxena ◽  
Farhanul Huda
Keyword(s):  
Medical Students ◽  
Initial Period ◽  
Cross Sectional Study ◽  
Self Control ◽  
Medium Of Instruction ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Tertiary Teaching ◽  
Directed Learning

Background: Self-Directed Learning (SDL) is a way of learning. A learner takes responsibility for his/her learning by formulating learning goals and identifying resources to achieve the same. Objectives: The current study was conducted to know the level of SDL readiness in undergraduate medical students in a tertiary teaching hospital and to see the correlation between SDLRS score and demographic parameters across different years of study so that appropriate recommendations may be provided for teaching delivery. Methods: SDLRS Likert scale questionnaire was administered to 302 medical undergraduates across the rst to the ninth semester in paper form during August-October 2018. It consists of 40 questions categorized under three domains, namely Selfmanagement (9 items), Desire for learning (13 items), Self-Control (18 items). Results: The present study included 302 participants. The average SDL score is 149.8.47 % of the students included in the current study have scores <150. The current study shows that there is no signicant association between Gender (P=0.30), Current Age (P=0.07), age at admission into the medical course (P=0.75), and level of SDL readiness. Students who had English and Hindi as a medium of instruction before admission to medical school have better SDL scores than those whose medium of instruction was in either one of the languages(P=0.005). In addition, students from the third semester have signicantly higher SDL scores than students from other semesters (P=0.04). Conclusions: Since the SDL scores are low in these students, they require more teacher-led discussions, demonstrations, and lectures in the initial period rather than independent projects, case studies, and private tutorials.

scholarly journals Self-directed learning readiness among II and III MBBS students in a tertiary teaching hospital

2020 ◽  
Vol 7 (11) ◽  
pp. 4584
Author(s):  
Ram Prabhakar ◽  
Thiruvenkadam Masilamani ◽  
Velmurugan Anbu Ananthan
Keyword(s):  
Medical Students ◽  
Learning Strategies ◽  
Cross Sectional Study ◽  
Self Control ◽  
Family Type ◽  
Self Directed Learning ◽  
Readiness Assessment ◽  
Cross Sectional ◽  
Tertiary Teaching ◽  
Directed Learning

Background: Self-directed learning (SDL) is defined as an instructional stratagem where the medical students, with guidance from the teacher, choose what and how they will learn. The current study is aimed at finding the readiness for SDL among medical students and its association with their socio demographic characteristics.Methods: An Institution based cross-sectional study was conducted among 100 II Bachelor of medicine and Bachelor of Surgery (MBBS) students and 100 III MBBS students of Theni Government Medical College. The readiness assessment of the students was found by using Fischer’s 40 items SDL readiness score (SDLRS) instruments. The instrument has 40 items under three domains self-management (9 items), desire for learning (16 items) and self-control (15 items).Results: Only 29% were aware of SDL. Around 55% showed high readiness for SDL (>150). Females had higher readiness for self-directed learning than males (60.9% versus 39.1%) but the mean SDLR score was similar 152.5 versus 151.6. III MBBS medical students had higher score than II MBBS medical students (58.2% versus 48.8%, mean SDLR score 149.9 versus 154.2, p=0.011). Demonstrating higher readiness for SDL was not associated with area of residence, stay, presence of doctor in the family, type of schooling, medium of school education, age and gender.Conclusions: There is need of hour to address medical students’ SDL skills to update their competencies. SDL readiness scales help medical faculty to assess students’ learning capabilities and improve teaching learning strategies.

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

scholarly journals Library Usage by the Medical Students of a Tertiary Medical College in Chattogram

2020 ◽  
Vol 19 (1) ◽  
pp. 38-42
Author(s):  
Maliha Ata ◽  
Rozina Hoque ◽  
Asma Mostafa ◽  
Happy Rani Barua
Keyword(s):  
Medical Students ◽  
Daily Basis ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Medical College ◽  
Self Study ◽  
Directed Learning ◽  
The Impact ◽  
Medical Student Learning ◽  
College Library

Background: The medical college library plays an important role in enhancing theacademic achievements of medical students. In order to improve the quality oflibrary services this study provided an assessment of the impact of the libraryservices on undergraduate medical student learning behavior. Materials and methods: This was a cross-sectional descriptive type of study. Thestudy used a self-designed questionnaire. The study sample was 200 undergraduatemedical students. The questionnaire was administered to them at the end of theirlecture class. Results: The primary reason for going to the library was self study (68%) refer text(37%) and group study (36%). Only 38.55% of the respondents visited the library ona daily basis, 50.5% students visit library when necessary and 10.5% student uselibrary 2-3 times a week. All students (100%) are aware about availability of textbooks in the library. 60.5% students know that journals are available in their library,52% know about dictionaries, 56.55% know of having internet, 62.5% students knowthat computers are available in library. 46.5% students said that their internet ofinstitutional library is somewhat helpful. Noise (67.5%), insufficient space (66%),lack of interent access (46%) and lack of computers(44.5%) might have negativeinfluence on the students in library visit. Conclusion :The study suggested that fulfillment of more needs to be done topromote self directed learning. The usage of library, its resources and services needto be increased. Chatt Maa Shi Hosp Med Coll J; Vol.19 (1); January 2020; Page 38-42

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 Readiness for self-directed learning among nursing students in a medical college, Chitwan

2020 ◽  
Vol 10 (1) ◽  
pp. 27-30
Author(s):  
Indu Singh ◽  
Binita Paudel
Keyword(s):  
Nursing Students ◽  
Instructional Strategy ◽  
Cross Sectional Study ◽  
Self Control ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Nursing Science ◽  
Medical College ◽  
Directed Learning ◽  
The Mean

Background: Self-directed learning is a type of instructional strategy where students take charge of their learning process. Self-directed learning is learning approach where learners are responsible towards learning which helps students think critically and perform task confidently. The skills that are learned through self-directed learning remain lifelong and helps to provide patient care in effective way and uplifting the nursing profession. This study was conducted to identify the readiness for self-directed learning among nursing students in Chitwan Medical College. Methods: A descriptive cross-sectional study design was adopted. Sample size was 107 nursing students from Bachelor in science of nursing and Bachelor in nursing science program. They were selected by using probability, stratified, simple random technique. A standardized tool (Self Directed Learning Readiness Scale) was used to collect data. Data were analyzed by using descriptive statistics and inferential statistics. Results: More than two-third of the nursing students were ready for self-directed learning. The mean score of self control was higher than the mean score of self-management and mean score of desire. The level of the readiness for self-directed learning was significantly associated with age (p=0.036), ethnicity (0.036) and most prefer resource (p=0.010). Conclusions: Self-directed learning helps for self control towards their learning and enable students move forward towards their career goal. So, the faculties need to focus on the selection resources for learning that help to create desire for learning and promote self-directed learning skills among nursing students.

Nursing Students’ and Faculty Members’ Experiences of Comfort during Transition to Context-Based Learning

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Vivian Puplampu
Keyword(s):  
Nursing Students ◽  
Communication Skills ◽  
Faculty Members ◽  
First Century ◽  
Smooth Transition ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Effective Pedagogy ◽  
Directed Learning

AbstractThere is evidence supporting student-centered learning (SCL) as an effective pedagogy to prepare professionals to work in the evolving health care system of the twenty-first century. SCL has many benefits, among them that it helps students to learn to work in teams and develop problem-solving, critical thinking and communication skills. The focus on the student means that the teacher’s power is decreased. This, along with openness of the approach, can make the transition to SCL a challenge. This study used an exploratory descriptive qualitative design to explore how comfortable nursing students and faculty members were in a context-based learning (CBL) program, a version of SCL. Nursing students and faculty discussed common challenges of trusting the CBL process. They also discussed the emphasis on self-directed learning and how it could mean that tutors are not as involved with students. To enhance a smooth transition, recommendations have been made, including clarifying the CBL philosophy at orientation, and mentoring and reassuring students.

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 EVIDENCE BASED MEDICINE

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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