Promotion of self-directed learning abilities among Chinese medical students through preparing for career calling and enhancing teaching competencies in medical education: a cross-sectional study

Abstract

Background Medical students face a heavy burden as they are tasked with acquiring a vast amount of medical knowledge within a limited time frame. Self-directed learning (SDL) has become crucial for efficient and ongoing learning among medical students. However, effective ways to foster SDL ability among Chinese medical students are lacking, and limited studies have identified factors that impact the SDL ability of medical students. This makes it challenging for educators to develop targeted strategies to improve students’ SDL ability. This study aims to assess SDL ability among Chinese medical students and examine the effects of career calling and teaching competencies on SDL ability, as well as the possible mechanisms linking them. Methods Data were collected from 3614 respondents (effective response rate = 60.11%) using cross-sectional online questionnaires and analyzed using IBM SPSS Statistics 22.0. The questionnaire comprised a Demographic Characteristics Questionnaire, Self-directed Learning Ability Scale (Cronbach’s alpha = 0.962), Teaching Competencies Scale, and Career Calling Scale. Results The average SDL ability score of Chinese medical students was 3.68 ± 0.56, indicating a moderate level of SDL ability. The six factors of the Self-directed Learning Ability Scale—self-reflection, ability to use learning methods, ability to set study plans, ability to set studying objectives, ability to adjust psychological state, and willpower in studying—accounted for 12.90%, 12.89%, 12.39%, 11.94%, 11.34%, and 8.67% of the variance, respectively. Furthermore, career calling was positively associated with SDL learning ability (β = 0.295, p < 0.001), and SDL learning ability was positively associated with teaching competencies (β = 0.191, p < 0.01). Simple slope analysis showed that when the level of teaching competencies was higher, the influence of career calling on SDL ability was stronger. Conclusions Chinese medical students’ SDL ability has room for improvement. Medical students could strengthen their willpower in studying by setting milestones goals with rewards, which could inspire their motivation for the next goals. Teachers should guide students to learn experience to improve students’ reflective ability. Educators play a crucial role in bridging the gap between career calling education and SDL ability enhancement, highlighting the significance of optimal teaching competencies. Colleges should focus on strengthening teachers’ sense of career calling and teaching competencies.

Design and practice of blended teaching of internal medicine nursing based on O-AMAS effective teaching model

“…Existing research results show that the students’ SDL ability is positively associated with health education ability, clinical practice behavior, and learning motivation [ 17 , 32 – 34 ] and negatively associated with study burnout and academic stress [ 35 ], so improving the nursing students’ SDL ability is beneficial to promote the nursing students’ better master theoretical knowledge and operation skills, integrate into the clinical work, promote professional identity, cultivate consciousness and ability of lifelong learning, improve clinical nursing quality in all aspects, meet the growing social health needs [ 36 ]. The O-AMAS effective teaching model emphasizes the educational philosophy of “student-centered and result-oriented development” in all teaching activities [ 20 ].…”

A Thematic Analysis on the Factors Influencing Lifelong Learning among Medical Students in Jiangxi Province, China

“…Autonomy increases as students progressively assume more responsibility for their learning, with decreasing guidance from teachers (Miflin et al, 2000). Given the vast amount of medical knowledge to be acquired in limited time, autonomous learning is crucial for medical students' effective and ongoing learning (Zhao et al, 2024). Despite the expectation that medical students be self-directed, becoming more self-directed is not automatic (Zheng, 2022).…”

“…Adults possess a strong psychological need for recognition as capable, self-directed individuals (Ozuah, 2016). Medical students encounter significant learning challenges, as they must master vast amounts of medical knowledge quickly, necessitating autonomous learning skills for efficient learning and continuous development (Zhao et al, 2024). Although Knowles (1984) and Ozuah (2016) describe adults as inherently selfdirected, becoming more autonomous is not an innate process for medical students.…”