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[Relationship between self-directed learning and value profile in Chilean medical students]
Eduardo Fasce1, Cristhian Pérez, Liliana Ortiz
1Departamento de Educación Médica, Facultad de Medicina, Universidad de Concepción, Concepción, Chile. efasce@udec.cl
Revista Medica De Chile
|June 5, 2013
Summary
Self-direction and Security values significantly enhance self-directed learning in first-year medical students. This finding is crucial for developing independent learners in medical education.
Area of Science:
- Medical Education
- Psychology
- Higher Education
Context:
- Medical education requires adaptable professionals skilled in independent learning.
- First-year medical students in Chile were studied to understand learning facilitators.
- The dynamic healthcare landscape necessitates lifelong learning competencies.
Purpose:
- To investigate the correlation between self-directed learning and value profiles in first-year medical students.
- To identify specific values that support self-directed learning in this cohort.
- To inform pedagogical strategies in medical training.
Summary:
- A study involving 235 first-year medical students at the University of Concepción, Chile, utilized the Self-Directed Learning Scale and Schwartz's Values Questionnaire.
- Results indicated a significant positive correlation between the values of Self-direction and Security and overall self-directed learning.
- These values were also strongly associated with all five subscales of self-directed learning.
Impact:
- Self-direction and Security values are identified as key facilitators of self-directed learning in early medical training.
- Findings can guide curriculum development to foster essential independent learning skills in future physicians.
- Understanding student values can optimize educational interventions for enhanced academic performance and professional development.
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