Link between self-directed learning readiness and academic performance of medical students

Abstract

Self-directed learning is a potential methodology recommended in medical education to promote life-long learning. To promote self-directed learning skills and to make students life-long learners, self-directed learning sessions were conducted at Melaka Manipal Medical College (Manipal Campus), Manipal University, India. Students' knowledge in the topics was assessed in three formative assessments conducted during the course. This study was conducted to explore whether there is any change in students' readiness for self-directed learning as they experience the curriculum, and also to find out whether the change is reflected in students' academic performance in topics learnt through self-directed learning. To assess the change in self-directed learning readiness, self-directed learning readiness scale was administered to the students at the commencement and at the end of first year of the MBBS course. Students' scores in all three formative assessments were also collected. There was a statistically significant increase in self-directed learning readiness of students at the end of year compared to the commencement. Students' scores significantly increased in second and third when compared to first formative assessment. A weak positive correlation between the assessment scores was observed. The study demonstrated that students' readiness for self-directed learning was increased as they experienced the curriculum which was reflected in their academic performance.