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Changes in self-directed learning readiness in dental students: a mixed-methods study.

Kalyani Premkumar¹, Punam Pahwa², Ankona Banerjee²

¹Dr. Premkumar is Associate Professor, Department of Community Health and Epidemiology, College of Medicine, University of Saskatchewan, Saskatoon, Canada; Dr. Pahwa is Professor, Department of Community Health and Epidemiology, University of Saskatchewan, Saskatoon, Canada; Ms. Banerjee received a Master's degree from the Department of Community Health and Epidemiology, University of Saskatchewan, Saskatoon, Canada; Dr. Baptiste is a medical resident, College of Medicine, University of Saskatchewan, Saskatoon, Canada; Mr. Bhatt is a Biostatistician, University of Alberta, Edmonton, Canada; and Dr. Lim is Professor, Department of Community Health and Epidemiology, University of Saskatchewan, Saskatoon, Canada. kalyani.premkumar@usask.ca.

Journal of Dental Education

|June 3, 2014

Summary

This summary is machine-generated.

Dental students begin with high self-directed learning (SDL) readiness, but scores significantly drop after the first year. This suggests a need to re-evaluate dental education to better foster SDL skills.

Keywords:

dental education dental students educational measurement self-directed learning

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Area of Science:

Medical Education
Dental Education
Psychology

Background:

Self-directed learning (SDL) is crucial for lifelong learning in healthcare professionals.
Assessing SDL readiness in dental students is important for curriculum development.

Purpose of the Study:

To investigate changes in dental students' self-directed learning readiness throughout their dental program.
To identify factors influencing SDL readiness in dental education.

Main Methods:

Guglielmino's SDL Readiness Scale (SDLRS) administered annually to dental students.
Focus groups conducted with instructors and students to explore perceptions of SDL.
Analysis of SDLRS scores in relation to academic and demographic factors.

Main Results:

Dental students' mean SDLRS scores at admission were higher than the general adult population.
A significant decrease in SDLRS scores was observed by the end of the first year.
Focus groups revealed narrow definitions of SDL and shared views on curricular influences.

Conclusions:

Dental education may not adequately support the development of self-directed learning skills after the initial year.
Curricular interventions need re-evaluation to promote sustained SDL readiness in dental students.
Further research is needed to understand and enhance SDL in dental training.