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AlRadini F, Ahmad N, Ejaz Kahloon L, Javaid A, Al Zamil N. Measuring Readiness for Self-Directed Learning in Medical Undergraduates. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:449-455. [PMID: 35547868 PMCID: PMC9084192 DOI: 10.2147/amep.s360333] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/29/2022] [Accepted: 04/14/2022] [Indexed: 06/15/2023]
Abstract
PURPOSE To measure the readiness for self-directed learning in medical students for the evaluation of self-directed learning in the study population. MATERIALS AND METHODS The survey was conducted in undergraduate students. The instrument used was Fisher's readiness scale comprising of self-management, desire for learning, and self-control domains. The data were analyzed by Mann-Whitney U-test and bivariate and partial correlations. The results were compared with the reported ones. RESULTS Total students surveyed were 300. Of these, 96 responded - 73 (76%) of preclinical and 23 (24%) of clinical classes. The mean readiness score was 124. The mean domains' scores for self-management, desire for learning, and self-control were 38, 38, and 48, respectively. The preclinical group had a mean score of 122 for readiness, 37 for self-management and desire for learning each, and 48 for self-control. The clinical group's scores were 129, 40, and 49, respectively. Preclinical and clinical groups differed significantly in self-management domain (P = 0.03). The difference was not significant in desire for learning (P = 0.08), self-control domains (P = 0.40) and readiness score (P = 0.12). The domains of self-control and desire for learning had a positive correlation if self-management was controlled, and self-control and self-management had a positive correlation if desire for learning was controlled (P < 0.05). CONCLUSION The measurement of readiness for self-directed learning helps in knowing the true value of self-directed learning in a particular setting. Relatively lower scores in our study mean self-directed learning alone cannot be relied upon to achieve optimum students' learning. There is also a need for implementing strategies that will help students in improving their readiness for independent learning.
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Affiliation(s)
- Faten AlRadini
- Department of Clinical Sciences, College of Medicine, Princess Nourah bint Abdulrahman University, Riyadh, Kingdom of Saudi Arabia
| | - Nadeem Ahmad
- Department of Clinical Sciences, College of Medicine, Princess Nourah bint Abdulrahman University, Riyadh, Kingdom of Saudi Arabia
| | - Lubna Ejaz Kahloon
- Department of Clinical Sciences, College of Medicine, Princess Nourah bint Abdulrahman University, Riyadh, Kingdom of Saudi Arabia
| | - Amrah Javaid
- Department of Basic Sciences, College of Medicine, Princess Nourah bint Abdulrahman University, Riyadh, Kingdom of Saudi Arabia
| | - Norah Al Zamil
- Department of Basic Sciences, College of Medicine, Princess Nourah bint Abdulrahman University, Riyadh, Kingdom of Saudi Arabia
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Abdel-Aziz S, Galal YS, Al Hanafy SH, Ghamrawy M, Mohamed Shaheen DS. Digital Storytelling: A Video-based Approach for Engaging University Students in Health Education. Open Access Maced J Med Sci 2022. [DOI: 10.3889/oamjms.2022.7382] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
BACKGROUND: Digital stories are short videos that use narrative structures to address health outcomes from a personal perspective.
AIM: The main objective of this study was to train university students to design a video-based health education program for promoting peer-to-peer education and community awareness.
METHODS: Cross-sectional study. The study was conducted as a project for medical students, enrolled in the implementation of the Egyptian Youth Initiative (EYI), executed in response to the Government of Egypt- United Nations Children’s Fund (UNICEF) Country Program of Cooperation for 2016 - 2018. A four-day train-the-trainer workshop established for capacity building on DST and video communication.
RESULTS: Between June 2017 and May 2018, 120 eligible students were enrolled, among whom median age was 21 years and 67 (55%) were female. Pre- and posttests detected increased percent change of students’ knowledge regarding different health issues. Open-ended questions highlighted pros and cons of the program, the most important skills and knowledge gained, suggestions and recommendations mentioned by the students to maximize the use of this type of workshops in the framework of strengthening and activating the initiative outcome. The trainer created a grading rubric to evaluate student’s video projects.
CONCLUSION: The digital story is a lay method to capture meaningful, impactful stories that can be used to advocate for public health concerns and crises. The study highlights the need for high-quality research on the impact of DST in health professionals’ education and behaviors.
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Kumar AP, Omprakash A, Mani PKC, Swaminathan N, Maheshkumar K, Maruthy KN, Sathiyasekaran BWC, Vijayaraghavan PV, Padmavathi R. Validation of Internal structure of Self-Directed Learning Readiness Scale among Indian Medical Students using factor analysis and the Structural equation Modelling Approach. BMC MEDICAL EDUCATION 2021; 21:614. [PMID: 34895214 PMCID: PMC8666083 DOI: 10.1186/s12909-021-03035-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/24/2020] [Accepted: 11/24/2021] [Indexed: 05/14/2023]
Abstract
BACKGROUND The Self-Directed Learning Readiness Scale (SDLRS) is a tool that helps in the assessment of the readiness of the students to pursue Self-Directed Learning (SDL). There are no documented studies on the validation of internal structure of the SDLRS among Indian medical students. Hence, the objective of this study is to validate the internal structure of SDLRS among Indian medical students using factor analysis and the Structural Equation Modelling (SEM) approach. METHODS We administered Fisher's 40-item SDLRS to 750 students after receiving the ethics clearance and the author's permission and taking written informed consent from all the study participants (response rate: 92%). The exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and Cronbach's alpha were performed using SPSS version 25 and the Lavaan package of R version 3.1.2. RESULTS The values of the comparative fit index (CFI), standardised root-mean-square residual (SRMR), and root mean square error of approximation (RMSEA) were ≥ 0.9, ≤ 0.08, and ≤ 0.08, respectively, for a model fit to be acceptable. EFA showed that except for Q2 (loading score: 0.210), Q12 (loading score: 0.384), Q13 (loading score: 0.362), and Q25 (loading score: -0.219), all the items loaded well. After the exclusion of the aforementioned items, the factor loading scores for the items in the self-management, desire for learning, and self-control factors ranged from 0.405 to 0.753 (Cronbach α: 0.775), 0.396 to 0.616 (Cronbach α: 0.730), and 0.427 to 0.556 (Cronbach α: 0.799), respectively. The updated model was used for CFA, which displayed a good model fit. CONCLUSIONS The resultant model consisting of 36 items is shown to have internal structure validity for Indian version of SDLRS, which can be used to assess medical students.
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Affiliation(s)
- Archana Prabu Kumar
- Department of Physiology, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu India
- Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Abirami Omprakash
- Department of Physiology, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu India
| | - Prabu Kumar Chokkalingam Mani
- Department of Biochemistry, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu India
| | - Narasimman Swaminathan
- Faculty of Allied Health sciences, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu India
| | - K. Maheshkumar
- Department of Physiology, Government Yoga and Naturopathy Medical College and Hospital, Tamil Nadu Chennai, India
| | - K. N. Maruthy
- Department of Physiology, Narayana Medical College, Nellore, India
| | - B. W. C. Sathiyasekaran
- Department of Community Medicine, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu India
| | - P. V. Vijayaraghavan
- Department of Orthopaedics, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu India
| | - R Padmavathi
- Department of Physiology, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu India
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Relationship between self-directed learning readiness, learning attitude, and self-efficacy of nursing undergraduates. FRONTIERS OF NURSING 2019. [DOI: 10.2478/fon-2019-0043] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Abstract
Objective
The purposes of this study were to analyze the influencing factors of self-directed learning readiness (SDLR) of nursing undergraduates and explore the impacts of learning attitude and self-efficacy on nursing undergraduates.
Methods
A total of 500 nursing undergraduates were investigated in Tianjin, with the Chinese version of SDLR scale, learning attitude questionnaire of nursing college students, academic self-efficacy scale, and the general information questionnaire.
Result
The score of SDLR was 149.99±15.73. Multiple stepwise regressions indicated that academic self-efficacy, learning attitude, attitudes to major of nursing, and level of learning difficulties were major influential factors and explained 48.1% of the variance in SDLR of nursing interns.
Conclusions
The score of SDLR of nursing undergraduates is not promising. It is imperative to correct students’ learning attitude, improve self-efficacy, and adopt appropriate teaching model to improve SDLR.
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Premkumar K, Vinod E, Sathishkumar S, Pulimood AB, Umaefulam V, Prasanna Samuel P, John TA. Self-directed learning readiness of Indian medical students: a mixed method study. BMC MEDICAL EDUCATION 2018; 18:134. [PMID: 29884155 PMCID: PMC5994133 DOI: 10.1186/s12909-018-1244-9] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/23/2017] [Accepted: 05/30/2018] [Indexed: 05/26/2023]
Abstract
BACKGROUND Self-directed learning (SDL) is defined as learning on one's own initiative, with the learner having primary responsibility for planning, implementing, and evaluating the effort. Medical education institutions promote SDL, since physicians need to be self-directed learners to maintain lifelong learning in the ever-changing world of medicine and to obtain essential knowledge for professional growth. The purpose of the study was to measure the self-directed learning readiness of medical students across the training years, to determine the perceptions of students and faculty on factors that promote and deter SDL and to identify the role of culture and curriculum on SDL at the Christian Medical College, Vellore, India. METHODS Guglielmino's SDL Readiness Scale (SDLRS) was administered in 2015 to six student cohorts (452 students) at admission, end of 1st, 2nd, 3rd and 4th year of training, and at the beginning of internship in the undergraduate medicine (MBBS) program. Analysis of variance (ANOVA) was used to compare SDL scores between years of training. 5 student focus groups and 7 interviews with instructors captured perceptions of self-direction. Transcripts were coded and analyzed thematically. RESULTS The overall mean SDLRS score was 212.91. There was no significant effect of gender and age on SDLR scores. There was a significant drop in SDLRS scores on comparing students at admission with students at subsequent years of training. Qualitative analysis showed the prominent role of culture and curriculum on SDL readiness. CONCLUSIONS Given the importance of SDL in medicine, the current curriculum may require an increase in learning activities that promote SDL. Strategies to change the learning environment that facilitates SDL have to be considered.
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Affiliation(s)
- Kalyani Premkumar
- HSC E-wing 3226 Department of Community Health and Epidemiology, College of Medicine, University of Saskatchewan, Saskatoon, SK Canada
| | | | | | | | - Valerie Umaefulam
- HSC E-wing 3226 Department of Community Health and Epidemiology, College of Medicine, University of Saskatchewan, Saskatoon, SK Canada
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Slater CE, Cusick A, Louie JCY. Explaining variance in self-directed learning readiness of first year students in health professional programs. BMC MEDICAL EDUCATION 2017; 17:207. [PMID: 29132327 PMCID: PMC5683311 DOI: 10.1186/s12909-017-1043-8] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/05/2017] [Accepted: 11/02/2017] [Indexed: 05/07/2023]
Abstract
BACKGROUND Self-directed learning (SDL) is expected of health science graduates; it is thus a learning outcome in many pre-certification programs. Previous research identified age, gender, discipline and prior education as associated with variations in students' self-directed learning readiness (SDLR). Studies in other fields also propose personality as influential. METHOD This study investigated relationships between SDLR and age, gender, discipline, previous education, and personality traits. The Self-Directed Learning Readiness Scale and the 50-item 'big five' personality trait inventory were administered to 584 first-year undergraduate students (n = 312 female) enrolled in a first-session undergraduate interprofessional health sciences subject. RESULTS Students were from health promotion, health services management, therapeutic recreation, sports and exercise science, occupational therapy, physiotherapy, and podiatry. Four hundred and seven responses (n = 230 females) were complete. SDLR was significantly higher in females and students in occupational therapy and physiotherapy. SDLR increased with age and higher levels of previous education. It was also significantly associated with 'big five' personality trait scores. Regression analysis revealed 52.9% of variance was accounted for by personality factors, discipline and prior experience of tertiary education. CONCLUSION Demographic, discipline and personality factors are associated with SDLR in the first year of study. Teachers need to be alert to individual student variation in SDLR.
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Affiliation(s)
- Craig E. Slater
- School of Health and Society, University of Wollongong Australia, Wollongong, NSW 2522 Australia
- College of Health and Rehabilitation Sciences: Sargent College, Boston University, Boston, USA
| | - Anne Cusick
- School of Health and Society, University of Wollongong Australia, Wollongong, NSW 2522 Australia
- Faculty of Health Sciences, University of Sydney, Lidcombe, NSW 2141 Australia
| | - Jimmy C. Y. Louie
- School of Biological Sciences, The University of Hong Kong, Pokfulam, Hong Kong
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Meyer AJ, Stomski NJ, Losco CD, Armson AJ. The influence of anatomy app use on chiropractic students' learning outcomes: a randomised controlled trial. Chiropr Man Therap 2016; 24:44. [PMID: 27980723 PMCID: PMC5131529 DOI: 10.1186/s12998-016-0125-8] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2016] [Accepted: 10/05/2016] [Indexed: 11/23/2022] Open
Abstract
Background Anatomy apps supplement traditional learning; however, it is unknown if their use can improve students’ outcome. The present study examined whether the use of anatomy apps improved student performance on a neuroanatomy assessment. Methods Second-year anatomy students, enrolled in a Bachelor of Science with Chiropractic Major program, were randomly allocated to experimental and control groups in July 2015. Students completed the Self-Directed Learning Readiness Scale (SDLRS). The experimental group had access to iPads with four anatomy apps for three weekly classes (1.5 h each). One week after the last class, students were assessed by an online 30-question neuroanatomy test. Linear regression was used to examine the association between test scores and app use, gender, previous anatomy unit score and SDLRS scores. Students’ views on apps were collected by focus group discussion immediately after the test. Results Completed questionnaires were obtained from n = 25 control and n = 25 experimental students. There was no association between app use and neuroanatomy assessment score (B = 1.75, 95 % CI: -0.340-3.840, p = 0.099). Only previous anatomy unit score (B = 0.348, 95 % CI: 0.214-0.483, p < 0.001) affected neuroanatomy assessment scores. Students favored apps with clinical images and features including identification pins, sliding bars and rotatable 3D images. Conclusions App use did not enhance learning outcomes in a second-year anatomy unit.
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Affiliation(s)
- Amanda J Meyer
- School of Health Professions, Murdoch University, 90 South St, Murdoch, WA 6150 Australia
| | - Norman J Stomski
- School of Health Professions, Murdoch University, 90 South St, Murdoch, WA 6150 Australia
| | - C Dominique Losco
- School of Health Professions, Murdoch University, 90 South St, Murdoch, WA 6150 Australia
| | - Anthony J Armson
- School of Health Professions, Murdoch University, 90 South St, Murdoch, WA 6150 Australia
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Fujino-Oyama Y, Maeda R, Maru M, Inoue T. Validating the Japanese Self-Directed Learning Readiness Scale for Nursing Education. J Nurs Educ 2016; 55:65-71. [PMID: 26814815 DOI: 10.3928/01484834-20160114-02] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2015] [Accepted: 11/02/2015] [Indexed: 11/20/2022]
Abstract
BACKGROUND The Self-Directed Learning Readiness Scale for Nursing Education (SDLRSNE) assesses the extent to which an individual has the characteristics, capabilities, and attitudes required for self-directed learning. This study aimed to validate the Japanese version of the SDLRSNE with graduate-level nursing students. METHOD Confirmatory factor analyses, using data from a cross-sectional online survey of 376 nursing students, were conducted to examine construct validity. Relationships with potential related factors were analyzed to evaluate construct validity. Reliability was evaluated with item analysis and Cronbach's alpha. RESULTS Factor analyses revealed that three-factor and individual subscale models had a moderate-to-poor fit. No meaningful relationship with potential related factors was noted. Reliability measurements indicated a moderate fit to data. CONCLUSION This study could not confirm that the Japanese version of the SDLRSNE had acceptable levels of reliability and validity when tested with graduate-level nursing students. Further research is needed to examine the psychometric properties of the Japanese version of the SDLRSNE with other adult nursing learners or with graduate-level nursing students in other countries.
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