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.
Purpose To measure the readiness for self-directed learning in medical students for the evaluation of self-directed learning in the study population. Materials and Methods The survey was conducted in undergraduate students. The instrument used was Fisher’s readiness scale comprising of self-management, desire for learning, and self-control domains. The data were analyzed by Mann–Whitney U -test and bivariate and partial correlations. The results were compared with the reported ones. Results Total students surveyed were 300. Of these, 96 responded - 73 (76%) of preclinical and 23 (24%) of clinical classes. The mean readiness score was 124. The mean domains’ scores for self-management, desire for learning, and self-control were 38, 38, and 48, respectively. The preclinical group had a mean score of 122 for readiness, 37 for self-management and desire for learning each, and 48 for self-control. The clinical group’s scores were 129, 40, and 49, respectively. Preclinical and clinical groups differed significantly in self-management domain (P = 0.03). The difference was not significant in desire for learning (P = 0.08), self-control domains (P = 0.40) and readiness score (P = 0.12). The domains of self-control and desire for learning had a positive correlation if self-management was controlled, and self-control and self-management had a positive correlation if desire for learning was controlled (P < 0.05). Conclusion The measurement of readiness for self-directed learning helps in knowing the true value of self-directed learning in a particular setting. Relatively lower scores in our study mean self-directed learning alone cannot be relied upon to achieve optimum students’ learning. There is also a need for implementing strategies that will help students in improving their readiness for independent learning.
The aim of this study is to analyse the possible consequences of Recep Tayyip Erdoğan's 2023 electoral success in Turkey on the bilateral relations between Türkiye and India. Since 2003, Erdoğan has been an influential figure in Turkish politics, known for his assertive leadership style and nationalist policies. The outcomes of his recent electoral victory have sparked noteworthy curiosity regarding its implications on Turkey's foreign policy, particularly in the context of Türkiye-India bilateral relationship. The research methodology employed in this study is qualitative in nature, and it involves an extensive examination of scholarly articles, news, reports, and official statements from both nations. This paper analyses the fundamental elements of the bilateral relations between Türkiye and India, encompassing political, economic, and cultural aspects. Additionally, it evaluates the potential impact of Erdoğan's victory on each of these domains. The firstly, Erdoğan's victory can further strengthen his power in Turkey. So, it is possible that Erdoğan's views on Kashmir, Indian Muslims and Palestine may effect Turkey's foreign policy towards India. Secondly, trade and investment between Turkey and India has grown significantly for the last few years. However, Erdoğan's victory could lead to economic uncertainty in Turkey, which could affect bilateral trade and investment, economic experts said. Lastly, cultural and people-to-people contacts have strengthened Türkiye-India relations. However, Erdoğan's domestic policies promoting Turkish nationalism and conservative beliefs may alter Turkey's social and cultural dynamics. While Erdoğan's victory could transform Turkey-India relations, domestic and international variables will determine their fate. The study recommends that Indian policymakers closely monitor Turkey's foreign policy under Erdoğan and engage in active diplomacy to maintain constructive dialogue to ensure that potential differences do not undermine historical ties and mutual interests.
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