A Longitudinal Assessment of Self-directed Learning Readiness and Development in Medical Students

Area of Science:

• Medical Education
• Physician Training
• Lifelong Learning

Background:

• Self-directed learning (SDL) is crucial for physicians to maintain expertise and deliver evidence-based patient care.
• Medical educators must foster SDL competency in students.
• Assessing SDL readiness and development is essential for effective medical training.

Purpose of the Study:

• To longitudinally assess medical students' readiness for self-directed learning (SDL).
• To examine students' perceptions of their SDL development throughout medical training.

Main Methods:

• A two-part study involving preclinical and clinical medical students at a U.S. university.
• Longitudinal administration of the Self-Directed Learning Readiness Scale (SDLRS) to preclinical students (Study A).
• Reflection and SDLRS completion by third- and fourth-year clinical students (Study B).

Main Results:

• The self-determination subscale of the SDLRS significantly increased in preclinical students over time.
• Clinical students perceived growth in their SDL abilities and appreciation for SDL.
• SDLRS scores did not significantly differ between preclinical and clinical students.

Conclusions:

• Medical school experiences positively influence students' self-determination in SDL by the preclinical stage.
• Clinical training fosters ongoing development of SDL skills through diverse experiences.