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

S Balamurugan,H Kumar

doi:10.4038/seajme.v9i2.86

Abstract

Self-directed learning (SDL) prepares medical students for life-long learning which is required to keep up with the continuous advances in medicine and technology. Most of the medical schools in India adopt teacher-driven learning. This prompted us to assess the readiness for SDL among undergraduate medical students in different years of study and to find out if there is any correlation with academic performance. The newly developed 40-item 3-factor Fisher self-directed learning readiness scale (SDLRS) that has been construct and content validated among health-care students was used. Cronbach’s alpha co-efficient was >0.8. The mean and the median SDLRS scores (n=440) were 144.6 (SD=17.4) and 146 respectively. Overall, 38% scored above 150 implying high readiness for SDL. Scores were higher among girls compared to boys (146.7 and 141.35; p=0.002); among first (145.2) and final year students (146.3) compared to other year students (144.4 and 142.1); and for self-control (56.9) and desire for learning (45) attributes compared to self-management (42.8). Though the percentage marks in exams were higher among high readiness group (SDLRS score >150) the difference was not statistically significant implying that SDLRS is related to the learning process whereas exams assess content knowledge. However, other tools such as 360 degree feedback could assess the correlation better.

Highlights

Malcolm Knowles describes learning as a continuum with teacher-directed learning at one end and self-directed at the other end. He provides one of the most commonly cited and comprehensive definitions of Self Directed Learning (SDL): ‘SDL is a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.’ (Murad et al, 2010; Williams et al, 2013)
The self-directed learning readiness scale (SDLRS) scores were higher among females compared to males and this difference was statistically significant (p=0.002)
The scores were comparable to other studies like a South Indian study at JIPMER by Kar et al, (2014) who reported a mean SDLRS score of 140.4 ± 24.4, with 30% in the high readiness category and a Manipal study by Vasudha Devi et al, (2012) who reported a median Self-directed Learning Readiness (SDLR) score of 132

Summary

Introduction

Malcolm Knowles describes learning as a continuum with teacher-directed (pedagogical) learning at one end and self-directed (androgogical) at the other end. He provides one of the most commonly cited and comprehensive definitions of Self Directed Learning (SDL): ‘SDL is a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.’ (Murad et al, 2010; Williams et al, 2013). Self-directed learning has been advocated for the efficient and effective training of medical students, residents, practicing doctors, nurses and other health care professionals. Documentation of self-directed lifelong learning is required for residency training, board certification, and maintenance of certification in many countries (Premkumar et al, 2013)

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