Readiness for Self-Directed learning among first year Saudi Medical students: A descriptive study

Area of Science:

• Medical Education
• Student Learning Strategies

Background:

• Self-Directed Learning (SDL) is crucial for medical students' lifelong learning.
• Assessing SDL readiness helps tailor educational support.
• First-year medical students in Saudi Arabia were evaluated for their SDL preparedness.

Purpose of the Study:

• To explore the readiness for Self-Directed Learning (SDL) among first-year medical students at King Saud University and Princess Nourah Bint Abdulrahman University.
• To identify strengths and areas for improvement in students' SDL components: self-management, desire for learning, and self-control.

Main Methods:

• A descriptive cross-sectional study design was employed.
• Data were collected using the Self-Directed Learner Readiness Scale (SDLRS), a 5-point Likert scale assessment tool.
• Statistical analysis using SPSS included calculating mean, median, and total scores for comparison among student groups.

Main Results:

• The desire for learning component yielded the highest mean score (4.08±0.5), followed by self-control (3.9±0.9).
• Self-management had the lowest mean score (3.7±0.5) among the three components.
• No statistically significant differences were found between student groups.

Conclusions:

• First-year Saudi medical students demonstrate good overall SDL readiness.
• Students exhibit high motivation for learning and possess adequate self-control abilities.
• Targeted interventions are recommended to improve students' self-management skills.