Does group cohesion foster self-directed learning for medical students? A longitudinal study

Area of Science:

• Medical Education
• Psychology of Learning

Background:

• Self-directed learning (SDL) and collaborative learning are crucial in medical education.
• This study investigated changes in SDL and group cohesion among medical students over three years.
• The impact of group cohesion on self-directed learning was also examined.

Purpose of the Study:

• To analyze the evolving patterns of self-directed learning and group cohesion in medical students.
• To determine the relationship between group cohesion and self-directed learning readiness.
• To inform curriculum development for enhanced medical student learning.

Main Methods:

• 106 medical students at Yonsei University College of Medicine participated.
• Self-directed learning readiness scale (SDLRS) and group cohesion scale (GCS) were administered over three years.
• Repeated measures ANOVA and correlation/regression analyses were employed.

Main Results:

• Self-directed learning readiness scores increased significantly in the first year and stabilized.
• Group cohesion scores showed a significant increase throughout the three years.
• A positive correlation was found between SDLRS and GCS, with GCS predicting 32% of the variance in SDLRS.

Conclusions:

• Both self-directed learning and group cohesion improve as medical students progress.
• Group cohesion is a significant predictor and facilitator of self-directed learning.
• Medical schools should implement activities that strengthen group cohesion to promote self-directed learning.