Abstract
BackgroundSelf-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.MethodsQuantitative 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.ResultsOur 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.ConclusionsAlthough 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.
Highlights
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 is, to explore how adult preclinical students’ in Ethiopian culture experienced self-directed learning (SDL) and to see if they experienced the influence of the various elements of the hybrid curriculum on their SDL skill
This study aims to explore self-directed learning (SDL) ability of preclinical students and to assess how various elements of a hybrid curriculum influence students’ SDL
Summary
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. Students mostly need training and support to become a selfdirected learner [4, 5] This support is necessary when students are teacher dependent and not ready at the beginning for self-directed learning (SDL) until they pass through a series of progressive stages [4]. Several studies have indicated different teaching strategies and activities that motivate students toward self-directed learning [6,7,8]. Within a PBL strategy, students usually work together in tutorials analyzing real-world problems [12] These tutorial authentic problems promote students’ independent responsibility for learning and help connect them with the large world beyond the classroom [12, 13].
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