Effect of an Undergraduate Medical Curriculum on Students??? Self-Directed Learning

Harvey, Bart J.; Rothman, Arthur I.; Frecker, Richard C.

doi:10.1097/00001888-200312000-00015

Cited by 62 publications

(52 citation statements)

References 9 publications

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“…Similarly, Harvey and colleagues, using the SDLRS instrument developed by Guglielmino, found no differences in the readiness for self-directed learning among first-, second-, third-, and fourth-year medical students. 25 However, unlike our study, Harvey and colleagues did not follow the same cohort of students as they progressed through the curriculum. Walker and colleagues investigated the impact of a 16-week problem-based learning curriculum on pharmacy students' readiness for self-directed learning and found an 11-point decrease in students' mean SDLRS scores from baseline.…”

Section: 23mentioning

confidence: 70%

“…Harvey and colleagues suspected a ceiling effect when examining the readiness of medical students for self-directed learning. 25 Finally, this study investigated pharmacy students' readiness for self-directed learning and not actual participation in self-directed learning activities. To maintain one's competency, one must not only be ready to engage in selfdirected learning but must actually implement it.…”

Section: 23mentioning

confidence: 99%

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The Impact of Advanced Pharmacy Practice Experiences on Students' Readiness for Self-directed Learning

Huynh¹,

Haines²,

Plaza³

et al. 2009

Am J Pharm Educ

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Objective. To evaluate the impact of advanced pharmacy practice experiences (APPEs) on doctor of pharmacy (PharmD) students' readiness for self-directed learning. Methods. The Self-Directed Learning Readiness Scale (SDLRS) was administered to students prior to and after completing their APPEs. SDLRS is a validated instrument that determines the relative degree to which students have the attitudes and motivation to engage in self-directed learning.Results. Seventy-seven (64%) students completed the SDLRS prior to starting their APPEs and 80 (67%) students completed the instrument after completing their APPEs. Forty-six (38%) students completed both. Prior to starting their APPEs, 74% of students scored greater than 150 on the SDLRS, indicating a high level of readiness for self-directed learning. No significant difference was found between the mean scores of students who took the SDLRS both prior to (159 6 20) and after completing their APPEs (159 6 24; p . 0.05). Conclusion. Students at our institution appear to be ready for self-directed learning but APPEs had a minimal impact on their readiness for self-directed learning.

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Section: 23mentioning

confidence: 70%

Section: 23mentioning

confidence: 99%

The Impact of Advanced Pharmacy Practice Experiences on Students' Readiness for Self-directed Learning

Huynh¹,

Haines²,

Plaza³

et al. 2009

Am J Pharm Educ

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show abstract

“…This research found that those with master's and doctorate degrees had higher SDLRS scores. 17 Even though only a small percentage of students failed to answer the survey instruments completely, this may have impacted our results. Further, when associate's/bachelor's and master's/doctorate degree groups were combined to increase group size, statistical significance was lost, highlighting this potential limitation.…”

Section: Discussionmentioning

confidence: 95%

“…Previous research of medical students using an alternative SDLRS failed to show a difference in SDLRS scores between firstthrough fourth-year students. 17 Further research in our population is warranted to evaluate changes in SDLRS score as this cohort moves through the curriculum.…”

Section: Discussionmentioning

confidence: 98%

Readiness for Self-directed Learning and Academic Performance in an Abilities Laboratory Course

Deyo

Huynh

Rochester

et al. 2011

American Journal of Pharmaceutical Education

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Objective. To assess the relationship between readiness for self-directed learning, academic performance on self-directed learning activities, and resources used to prepare for an abilities laboratory course. Methods. The Self-directed Learning Readiness Scale (SDLRS) was administered to first-year (P1) doctor of pharmacy (PharmD) candidates at the University of Maryland. Additional data collected included final course grades, quiz scores, resources used to prepare for laboratory activities, and demographics.Results. The mean SDLRS score was 148.6 6 13.8. Sixty-eight students (44%) scored . 150, indicating a high readiness for self-directed learning. These students were more likely to complete assignments before the laboratory, meet in study groups, and report postgraduation plans to enter noncommunity pharmacy. No significant association was found between academic performance and the SDLRS. Conclusions. Readiness for self-directed learning is associated with self-directed learning habits, but may not be necessary for learning foundational knowledge, provided students are given specific instructions on what to study. Whether high readiness for self-directed learning is necessary for more complex learning or for self-identification of learning needs is unknown.

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“…A recent study with nursing students in a PBL curriculum found no significant difference in overall SDLR level after 1 year of education (Williams, 2001), although qualitative results from the same study revealed students described the development of many of the characteristics associated with SDL. Another study with medical students reported no significant change in SDLR scores (Harvey, Rothman, & Frecker, 2003), whereas Walker and Lofton (2003) reported a decrease in SDLR scores of PBL students in the first 16 weeks of their pharmacy education.…”

Section: Problem-based Learning and Self-directed Learningmentioning

confidence: 97%

Analysis of the psychological impact of Problem Based Learning (PBL) towards self directed learning among students in undergraduate medical education

Chakravarthi¹,

Vijayan²

2010

IJPS

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The psychological impact of a learning tool towards self directed learning is an important outcome of medical education. Although problem based learning is believed to facilitate self directed learning, previous studies have reported conflicting results. This longitudinal survey explored the perceived psychological changes in self directed learning for two and a half years in an undergraduate phase 1 medical education program with an integrated problem-based learning curriculum. 170 of 200 students (response rate, 85%) completed the Self-Directed Learning Readiness Scale at five different time points: at the beginning of each semester year and at program completion. Scores were significantly lower during the first semester compared with other years, and fifth semester scores were significantly higher than in previous years. Scores on the three subscales (i.e., self-management, desire for learning, and self-control) increased significantly during the five semesters years of the programme. These findings support self-directed learning as a maturational process seen psychologically by the students. Implications for medical faculty and curriculum development are discussed.

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Effect of an Undergraduate Medical Curriculum on Students??? Self-Directed Learning

Abstract: This study found no evidence that students' self-reported SDL is positively influenced by the current undergraduate medical curriculum at the University of Toronto Faculty of Medicine.

Cited by 62 publications

References 9 publications

The Impact of Advanced Pharmacy Practice Experiences on Students' Readiness for Self-directed Learning

The Impact of Advanced Pharmacy Practice Experiences on Students' Readiness for Self-directed Learning

Readiness for Self-directed Learning and Academic Performance in an Abilities Laboratory Course

Analysis of the psychological impact of Problem Based Learning (PBL) towards self directed learning among students in undergraduate medical education

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