Abstract

Aim The study aims to examine whether there were differences in self-directed learning readiness (SDLR) between students who entered medicine with a local Bahraini schools certificate and those who entered with an international schools certificate. Results We analysed how self-managment, desire for learning, self-control and total SDLR scores varied in relation to the student's previous exit award: 'A' levels (or equivalent) or Bahrain Secondary School (BSS) certificate. BSS certificate students had a significantly lower mean standardised desire for learning score (63.5) compared to those with 'A' levels and equivalent (73.6; p=0.003). BSS certificate students also had a significantly lower mean total self-directed learning readiness score (192.3) compared to those with 'A' levels and equivalent (214.5; p=0.015). When we controlled for all other factors, secondary school award certificate was the only independent predictor of self-control (standardised beta 0.4; p=0.02) and SDLR (standardised beta 0.36; p=0.043) Conclusion Self-directed learning is a key skill in the modern curriculum. Students who exit with a local Middle Eastern secondary school certificate are finding it difficult for prepare themselves for independent learning in medical school. This poses a challenge for institutions bringing a more active-learning type of curriculum to the Middle East. http://dx.doi.org/10.4995/HEAd15.2015.299

Highlights

  • Promoting life-long learning amongst health professionals has been the main aim of a radical shake-up of medical education (Jackson & Calman, 2006)

  • When it comes to self-directed learning readiness, one thing that is widely agreed upon is the need for more research to explore how culture impacts on self-directed learning readiness in students outside of North America and Europe in this world of globalised medical education (Gukas, 2007)

  • Our results plainly indicate that students who have exited from a local school with a secondary school certificate are not prepared in any of the any subdomains of self-learning readiness, selfmanagement; desire for learning; self-control, with the last two being statistically significant

Read more

Summary

Introduction

Promoting life-long learning amongst health professionals has been the main aim of a radical shake-up of medical education (Jackson & Calman, 2006). The importance of self-directed learning cannot be overstated; some authors have gone so far as suggesting that neglecting the development of a selfdirected learning is considered a serious disadvantage for the student learner (Kek & Huijser, 2009). Part of this life-long learning process involves the need for students to adopt self-directed learning readiness often described as the process of deciding what to learn, and to what depth and breadth (Candy, 1991). Others have defined the concept of learning readiness as the degree to which the individual possesses the attitudes, abilities and traits necessary for self-directed learning (Wiley, 1983). When it comes to self-directed learning readiness, one thing that is widely agreed upon is the need for more research to explore how culture impacts on self-directed learning readiness in students outside of North America and Europe in this world of globalised medical education (Gukas, 2007)

Objectives
Methods
Results
Conclusion

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.