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Self-directed learning: looking at outcomes with medical students.
Gurjeet S Shokar1, Navkiran K Shokar, Cecilia M Romero
1Family Medicine Department, University of Texas Medical Branch at Galveston, 77555-1123, USA. gsshokar@utmb.edu
Family Medicine
|April 2, 2002
Summary
Third-year medical students demonstrated strong self-directed learning (SDL) readiness, with scores correlating to clinical performance. This indicates their preparedness for lifelong learning in medicine.
Area of Science:
- Medical Education
- Adult Learning Theory
- Curriculum Development
Background:
- Self-directed learning (SDL) is crucial for lifelong learning.
- Problem-based learning (PBL) curricula aim to foster SDL skills.
- Assessing SDL readiness is important for medical student development.
Purpose of the Study:
- To evaluate the self-directed learning readiness of third-year medical students.
- To determine the association between SDL readiness and participation in a PBL curriculum.
- To explore the correlation between SDL readiness and clinical performance.
Main Methods:
- The Self-directed Learning Readiness Scale (SDLRS) was administered to 182 third-year medical students.
- Participants were enrolled in a problem-based learning curriculum during their first two years.
- Student performance ratings from clinical preceptors were collected.
Main Results:
- The mean SDLRS score for the student group (235.81) was significantly higher than that of general adult learners (214).
- Scores were comparable to those reported for other medical students and professionals.
- SDLRS scores showed a positive correlation with clinical preceptor ratings.
Conclusions:
- Third-year medical students in this integrated curriculum exhibit a probable readiness for self-directed learning.
- SDLRS scores correlate with clinical performance, suggesting its utility as a predictive measure.
- The findings support the effectiveness of PBL in developing essential SDL skills for medical professionals.