Siraja Ameenah A H, Mohamed Sher A, Krishnamoorthy Yuvaraj, Lonimath Ashwini, Rushender C Rajan
Department of Community Medicine, ESIC Medical College and PGIMSR, Bengaluru, Karnataka, India.
Data Scientist, Independent Researcher, Chennai, Tamil Nadu, India.
J Educ Health Promot. 2024 Feb 7;13:27. doi: 10.4103/jehp.jehp_632_23. eCollection 2024.
Self-directed learning (SDL) is an essential aspect of adult education or andragogy, gaining significance in medical education with the introduction of competency-based medical education. The primary objective of this study is to assess the self-directed learning abilities of second-year medical undergraduates in Chennai, South India, and to identify potential challenges and gaps in their learning process.
A cross-sectional study was conducted among 82 second-year medical students attending self-directed learning sessions at a medical college in Chennai. Data were collected using the self-directed learning instrument (SDLI), a standardized questionnaire, administered through Google Forms. Participants' identities were maintained confidential. Data were analyzed using SPSS version 22.0. Descriptive data were presented as proportions and percentages. Normally distributed quantitative data were expressed as mean and standard deviation. Non-normal continuous data were expressed as median and interquartile range (IQR).
The majority of the students (61%) demonstrated a high level of SDL ability, with a median score of 76. Students exhibited strong learning motivation (mean score 4.11) but struggled with planning and implementation (mean score 3.07). The maximum mean score was 4.11 for item 3 (constant improvement and excelling in learning), and the minimum mean score was 3.07 for item 11 (arranging and controlling learning time). The students showed high self-monitoring (mean score 3.76) and interpersonal communication skills (mean score 4.00).
SDL emerges as a boon for medical undergraduates in this study. By providing adequate training to faculty members on SDL implementation and guidance to students on planning and time management, SDL can play a pivotal role in enhancing medical education quality and fostering life-long learning among future medical professionals.
自主学习（SDL）是成人教育或成人教育学的一个重要方面，随着基于能力的医学教育的引入，其在医学教育中变得愈发重要。本研究的主要目的是评估印度南部钦奈二年级医学本科生的自主学习能力，并确定他们学习过程中的潜在挑战和差距。
对钦奈一所医学院参加自主学习课程的82名二年级医学生进行了一项横断面研究。数据通过自主学习工具（SDLI）收集，这是一份标准化问卷，通过谷歌表单进行发放。参与者的身份得到保密。使用SPSS 22.0版本对数据进行分析。描述性数据以比例和百分比呈现。呈正态分布的定量数据以均值和标准差表示。非正态连续数据以中位数和四分位间距（IQR）表示。
大多数学生（61%）表现出较高水平的自主学习能力，中位数得分为76分。学生们表现出强烈的学习动机（平均得分4.11），但在计划和实施方面存在困难（平均得分3.07）。第3项（持续改进并在学习中表现出色）的最高平均得分为4.11，第11项（安排和控制学习时间）的最低平均得分为3.07。学生们表现出较高的自我监控能力（平均得分3.76）和人际沟通能力（平均得分4.00）。
在本研究中，自主学习对医学本科生来说是一项福音。通过为教师提供关于自主学习实施的充分培训，并为学生提供计划和时间管理方面的指导，自主学习可以在提高医学教育质量和培养未来医学专业人员的终身学习能力方面发挥关键作用。
