Readiness for self-directed learning and academic performance in an abilities laboratory course

Area of Science:

• Pharmacy Education
• Self-Directed Learning
• Academic Performance

Background:

• Self-directed learning (SDL) is crucial for lifelong learning in healthcare professions.
• Understanding factors influencing SDL, like readiness, is vital for optimizing educational strategies.
• This study investigates SDL readiness in early pharmacy education.

Purpose of the Study:

• To examine the link between readiness for self-directed learning (SDLRS scores) and academic outcomes.
• To identify resources utilized by students preparing for laboratory courses.
• To explore the relationship between SDL readiness and student demographics and postgraduation plans.

Main Methods:

• The Self-directed Learning Readiness Scale (SDLRS) was administered to first-year pharmacy candidates.
• Academic data (course grades, quiz scores) and resource usage were collected.
• Demographic information and postgraduation plans were also gathered.

Main Results:

• The average SDLRS score was 148.6 ± 13.8, with 44% of students scoring above 150, indicating high SDL readiness.
• Students with high SDL readiness were more prone to completing assignments early and forming study groups.
• No significant correlation was observed between academic performance and SDLRS scores.

Conclusions:

• Readiness for self-directed learning is linked to specific learning behaviors but not necessarily to foundational knowledge acquisition when clear instructions are provided.
• The necessity of high SDL readiness for advanced learning or identifying personal learning needs remains undetermined.