Measuring Readiness for Self-Directed Learning in Medical Undergraduates

Abstract

Faten AlRadini,1 Nadeem Ahmad,1 Lubna Ejaz Kahloon,1 Amrah Javaid,2 Norah Al Zamil2 1Department of Clinical Sciences, College of Medicine, Princess Nourah bint Abdulrahman University, Riyadh, Kingdom of Saudi Arabia; 2Department of Basic Sciences, College of Medicine, Princess Nourah bint Abdulrahman University, Riyadh, Kingdom of Saudi ArabiaCorrespondence: Nadeem Ahmad, Department of Clinical Sciences, College of Medicine, Princess Nourah bint Abdulrahman University, Airport Road, King Khalid International Airport, Riyadh, 11564, Kingdom of Saudi Arabia, Tel [phone], Email [email protected]: 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.Keywords: self-directed learning, readiness for self-directed learning

Keywords

• self-directed learning
• readiness for self-directed learning