Self-directed Learning Readiness of Medical Students at Phramongkutklao College of Medicine
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Abstract
Background Self-directed learning (SDL) is an important characteristic for learners. Learners with self-directed learning readiness (SDLR) can assess their learning needs and set goals, determine their learning direction and learning plan. Moreover, they are often intentional, self-motivated, and responsible for their learning. These characteristics promote lifelong learning skills and critical thinking, which contribute to academic success. Phramongkutklao College of Medicine has initiated a new curriculum in 2021, which requires SDLR. Currently, there is no data on students' SDLR.
Objective This study aimed to assess self-directed learning readiness (SDLR) of medical students in the current curriculum to identify strategies to promote students' self-directed learning skills.
Method The study used the Self-directed Learning Readiness Scales (SDLRS) questionnaire developed by Guglielmino and further improved by Areewan et al. The SDLRS questionnaire consisted of 8 areas: openness to learning opportunities, self-concept as an effective learner, Initiative and independent learning, responsibility for one's learning, love for learning, creativity, positive orientation to the future, and ability to use skills in studying, acquiring knowledge and solving problems. Each question was rated on a 5-point Likert scale and categorized into five levels: highest, high, medium, low, and lowest.
Result Medical students at Phramongkutklao College of Medicine exhibited a high level of SDLR in every area except for 'love for learning' and 'positive orientation to the future,' which scored at an average level. First-year students demonstrated significantly higher SDLR in ‘love for learning’ and ‘positive orientation to the future’ compared to students in subsequent years. There was no correlation found between SDLR and students' age.
Discussion and Conclusion SDLR tended to decrease as students go through the medical curriculum, in part, may be attributed to the disproportionate emphasis on “must know” rather than on trying to actively incorporate the principles of SDL. The outcome of this study paves the way for a careful introspection of the current curriculum and extensive deliberations on how the principles of SDL can be efficiently and effectively deployed.
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