The state of health professions students’ self-directed learning ability during online study and the factors that influence it

Abstract

Abstract Background Universities have widely switched from traditional face-to-face classes to online instruction as a result of the epidemic. Self-directed learning is becoming the new norm for university students’ learning styles. The ability of health professions students to learn independently during online study directly impacts the effectiveness of online medical education. The ability to learn on their own initiative may be affected by health professions students’ professional identities, defined as their positive perceptions, evaluations, emotional experiences, and identity as professionals related to medicine. This study aimed to look into the current status and the factors that influence health professions students’ self-directed learning ability (SDLA) during online study and its relationship with professional identity. Methods This study was conducted from September to November 2022 at a medical school in East China. An online questionnaire was used to collect participants’ status of online learning, self-directed learning ability (SDLA), and professional identity. Results One thousand two hundred ninety-eight health professions students demonstrated intermediate self-directed learning ability during online study. In terms of teacher-student interaction (F = 14.778, P < 0.001), student–student interaction (F = 15.713, P < 0.001), and learning concentration (F = 13.424, P < 0.001), there were significant differences in health professions students’ self-directed learning ability. Professional identity and self-directed learning ability positively correlated (r = 0.589–0.802, P < 0.01). Academic atmosphere and professional identity were significant predictors. Conclusions The self-directed learning ability of health professions students while receiving instruction online is at an intermediate level and is influenced by several factors. Developing health professions students’ professional identities can enhance their ability for self-directed learning.