Readiness for self-directed learning among basic science and premedical students at a Caribbean medical school

Abstract

This article was migrated. The article was not marked as recommended. Introduction: Self-directed learning (SDL) skills are becoming increasingly important in modern medical education. Readiness for SDL among medical students can be measured using the scale of Hendry and Ginns. The present study was conducted at an offshore Caribbean medical school to measure SDL readiness among premedical and basic science students. Methods: The study was conducted during March 2018 using the instrument mentioned previously. The survey was administered online. Gender and semester of study were noted. The total score and four subscale scores were calculated. The normality of the scores was determined and the scores compared among male and female students and among different semesters using appropriate statistical tests (p<0.05) with SPSS version 20.0 statistical software for windows. Results: Fifty-seven of the total 75 students (76%) participated; 31 respondents (52.5%) were male. The mean ± SD total score was 140.95 ± 14.43 (maximum possible score being 175). The mean ± SD critical self-evaluation (CSE), learning self-efficacy (LSE), self-determination (SD) and effective organization for learning (EOL) scores were 20.77 ± 2.43, 75.37 ± 8.61, 17.17 ± 2.09 and 27.63 ± 3.52. The maximum possible scores were 25, 90, 20 and 40. The scores were not significantly different among different subgroups of respondents. Conclusion: The SDL readiness of the students was good. The SDL readiness score should be studied again in the future as the curriculum progresses toward greater degree of SDL. Studies can be conducted to examine the relationship between SDL readiness and academic performance of students.