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Self-Directed Learning Readiness and Its Correlation With Academic Performance Among Medical Students at King Saud
Noorah Aldubaib1, Basmah Alzahrani1, Nada Alobaid1
1Department of Family and Community Medicine, College of Medicine, King Saud University, King Saud University Medical City, Riyadh, SAU.
Background:
Self-directed learning (SDL) is a fundamental component of modern medical education and is essential for lifelong learning among physicians.
Objective:
To assess SDL readiness (SDLR) among medical students at King Saud University (KSU) and examine its association with academic performance.
Methods:
A quantitative cross-sectional study was conducted among undergraduate medical students at KSU. A total of 330 students participated. Data were collected using Fisher's Self-Directed Learning Readiness Scale (SDLRS), a validated 40-item questionnaire. Descriptive statistics were used to summarize SDLR scores, and ordinal logistic regression was performed to assess factors associated with grade point average (GPA).
Results:
The mean SDLR score was 150 ± 24.9, indicating moderate-to-high readiness for SDL. Male students constituted 189 (57.3%) and female students 141 (42.7%). A total of 192 (58.2%) reported a GPA of 4.5-5.0. No significant differences were observed across gender or academic year. Higher SDLR scores were significantly correlated with higher GPA categories; however, the effect size was small.
Conclusions:
Medical students at KSU demonstrate moderate-to-high readiness for SDL. SDLR scores were positively correlated with academic performance; however, the small effect size suggests limited practical significance. These findings highlight the role of SDL as one of multiple factors influencing academic outcomes. Further longitudinal research is needed to better understand this relationship.
