Self-directed learning readiness (SDLR) among medical students: a questionnaire-based study from an Indian medical school

Balamurugan, S.; Kumar, Hemanth A.

doi:10.4038/seajme.v9i2.86

Cited by 12 publications

(26 citation statements)

References 6 publications

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“…It was noticed that there is no significant effect of academic performance (GPA) on students' SDL scores. It is supported with the previous studies [21,28,43,44] and disagreed with several studies reporting that SDL was found to be related to students' academic performance [22,24,26]. A possible explanation for our finding might be the lecture-oriented test practised with great emphasis on fact learning and no room to assess the level of insight and reasoning as discussed within the tutorials in the medical school couldn't promote students' self-directed learning.…”

Section: Discussioncontrasting

confidence: 47%

Students’ perceptions towards self-directed learning in Ethiopian medical schools with new innovative curriculum: a mixed-method study

Kidane¹,

Roebertsen

Vleuten

2020

BMC Med Educ

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Background: Self-directed learning (SDL) is an appropriate and preferred learning process to prepare students for lifelong learning in their professions and make them stay up-to-date. The purpose of this study was to explore preclinical students following a hybrid curriculum in Ethiopia experiences to SDL and the support of several learning activities from the curriculum on their SDL. A mixed-method research design was employed. Methods: Quantitative data were collected by using a self-administered questionnaire of 80 items measuring students' perceptions on their SDL capability as well as to explore students' views about the influence of components of the curriculum on their SDL. Additional two focus group discussions, each containing eight participants from year-1 and year − 2 students, were conducted. The quantitative data were analyzed using SPSS. The focus group discussions were reviewed, coded, and then thematically analyzed. Results: Our study showed a significant increase in SDL score on comparing students at year-1 with students at year-2 (p = 0.002). Both year-1 and 2 students rated PBL tutorial discussion and tutors had high influence on their individual learning; whereas, other curricular components such as lectures and testes had low influence on their SDL ability. PBL tutorial discussion and module objectives showed strong correlation with students' SDL scores, r = 0.718 & r = 0.648 (p < 0.01), respectively. Besides, PBL tutorial discussion was found strongly correlated with tutors (r = 0.599 (p < 0.01)) and module objectives (r = 0.574 (p < 0.01)). Assessment was highly correlated with lectures (r = 0.595 (p < 0.01)). Findings from qualitative data showed that certain curricular components played role in promoting students' SDL. Tutorials analyzing problems played a major role on students' self-directed learning abilities. Conclusions: Although the study implied that components of the hybrid curriculum, mainly PBL, could encourage preclinical students' self-directed learning, the curriculum is still not free from teacher-centred culture as the majority of teachers still have high power in deciding the learning process. A further longitudinal study is needed to verify the actual level and ability of medical students' SDL.

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Section: Discussioncontrasting

confidence: 47%

Students’ perceptions towards self-directed learning in Ethiopian medical schools with new innovative curriculum: a mixed-method study

Kidane¹,

Roebertsen

Vleuten

2020

BMC Med Educ

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“…11 There were significant differences in certain scores according to demographic and background characteristics of respondents. 9 In research of Kocama found that Turkish nursing students, fourth-year scores were significantly higher than in earlier years, and Self Directed Learning scores were higher than those reported in that study. 12 There was no statistically significant among high level of readiness and academic performance of previous year .…”

Section: Discussionmentioning

confidence: 49%

“…8 Whereas only 38% of high level of readiness for self directed learning developing countries like India. 9 This study aimed to assess the readiness level of undergraduate nursing students to self directed learning and to seek its association with demographic variables.…”

Section: Introductionmentioning

confidence: 99%

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

Singh¹,

Paudel²

2020

JCMC

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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.

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“…In India SDLRS has been used among undergraduate medical students to assess their readiness, and the resultant overall mean SDLR score was found to be 212.91, not influenced by age or gender [ 54 ]. Similar studies conducted in different parts of India, registered 140.4 ± 24.4 as mean SDLR score with male students showing higher readiness [ 56 ] and mean score of 144.6 with more readiness among female students [ 57 ].…”

Section: Introductionmentioning

confidence: 57%

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

et al. 2021

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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.

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Self-directed learning readiness (SDLR) among medical students: a questionnaire-based study from an Indian medical school

Cited by 12 publications

References 6 publications

Students’ perceptions towards self-directed learning in Ethiopian medical schools with new innovative curriculum: a mixed-method study

Students’ perceptions towards self-directed learning in Ethiopian medical schools with new innovative curriculum: a mixed-method study

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

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

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