Evaluation and refinement of Self-Directed Learning Readiness Scale for medical students

Area of Science:

• Medical Education Research
• Educational Psychology
• Psychometrics

Background:

• Developing self-directed learning (SDL) is a key objective for medical educators.
• The Self-Directed Learning Readiness Scale (SDLRS) is widely used but lacks construct validity, hindering result interpretation.

Purpose of the Study:

• To evaluate the subdomain structure of the SDLRS in medical students.
• To refine the SDLRS into a valid instrument for measuring SDL readiness subdomains.

Main Methods:

• Items were calibrated using the graded response model (GRM) to create a 30-item short form.
• Construct validity was assessed by comparing short-form and original SDLRS total scores.

Main Results:

• A five-subdomain model (initiative, self-concept, openness, love of learning, acceptance) fit the data well.
• The refined short form showed high correlation (0.98) with the original SDLRS, with a small mean difference (1.33).
• Nearly 91% of respondents were correctly classified into readiness groups (low, average, high).

Conclusions:

• The refined 30-item SDLRS short form provides reliable and valid measurement of five SDL readiness subdomains.
• This instrument offers improved construct validity for assessing medical students' self-directed learning readiness.