Abstract

Background: Self-directed learning originated in the field of adult education and has been referred to as self-direction in learning, self-instructed learning, autonomous learning, self-planned learning, self-regulated learning, self-managed learning, self-education, and independent learning. Self-directed learning (SDL) is significant for health care professionals to develop during their tertiary and professional education, and could potentially be the dominant mode of ongoing education for practicing health care professionals.
Objective: The objective of this study was to determine undergraduate medical students’ attitudes and readiness, determinants towards self-directed learning.
Materials and Methods: The cross-sectional study was designed and executed accordingly. This study solicited the perceptions of the final year cohort of students in the MBBS programme. A survey instrument was administered to 86 volunteer, which represents a response rate of 86%. Attitudes and readiness for self-directed learning were elicited by the self-directed learning readiness scale (SDLRS) consisting of a 5-point Likert scale (1=strongly disagree to 5=strongly agree). Result: Data relevant to participants of 86 graduate students registered at Swami Rama Himalayan University, Dehradun through a pre-described questionnaire were taken. The majority of the students were female (72.10%) and most of them were from central board schools. More than 60% of the students have no other medical professional in their family. In this study high readiness was reported more often in central board students than state board students and distance in <100 m and >100 m. Presence of an other medical professional in family and gender did not affect high readiness. SDL scores were lower among MBBS students than reported elsewhere in the literature. Conclusion: This study points out the need to address the students’ SDL skills, and need for ways to build SDL skills in the students.