Singh Suman P, Dulloo Puja, Vedi Neeraj, Singh Praveen R
Microbiology, Pramukhswami Medical College, Bhaikaka University, Karamsad, Gujarat, India.
Physiology, Parul Institute of Medical Science and Research, Parul University, Limda, Gujarat, India.
J Educ Health Promot. 2025 Feb 28;14:82. doi: 10.4103/jehp.jehp_530_24. eCollection 2025.
Healthcare professionals must be lifelong learners to deal with the challenge of technological advancements and scientific information load. Global accrediting organizations promote self-directed learning (SDL) for development of lifelong learning skills in medical graduates and are adopted in India with introduction of Competency-Based Medical Education. The aim of this study is to develop Faculty Self-Directed Learning Readiness and Perception Scale (FSDLRPS) suited for Indian context.
This is an observational and analytical study designed to develop and implement a validated scale suited to study the faculty readiness and perception toward SDL in Indian healthcare institutions using the Delphi technique. A 23-item FSDLRPS for healthcare educators was developed using a 12-member expert panel. The scale was implemented on healthcare educators after pilot testing. Demographic data, perceptions, and readiness were studied. Descriptive statistics, analysis of variance, and Friedman ranking test were performed, and Cronbach's alpha was calculated using Microsoft Excel 365 and SPSS Ver. 15. Open-ended questions were analyzed by thematic analysis.
The Content Validity Index and Cronbach's alpha scores for the final Delphi round for readiness were 1.0 and 0.779, while those for the final Delphi round for the perception items were 0.935 and 0.900, respectively. It was implemented on 163 participants from 12 Indian states and revealed significant associations between faculty perceptions of SDL and a few variables. Readiness to implement was less in some areas like facilitation skills.
Faculty perceived SDL as feasible and a good opportunity to help students acquire multiple skills but are not ready due to lack of knowledge and facilitation skills. They seek continuous support to increase their level of readiness.
医疗保健专业人员必须成为终身学习者，以应对技术进步和科学信息负荷带来的挑战。全球认证组织提倡自我导向学习（SDL），以培养医学毕业生的终身学习技能，印度通过引入基于能力的医学教育采用了这一理念。本研究的目的是开发适合印度国情的教师自我导向学习准备度与认知量表（FSDLRPS）。
这是一项观察性和分析性研究，旨在使用德尔菲技术开发并实施一个经过验证的量表，以研究印度医疗机构中教师对自我导向学习的准备度和认知。一个由12名专家组成的小组为医疗保健教育工作者开发了一个包含23个条目的FSDLRPS。该量表在进行预测试后应用于医疗保健教育工作者。对人口统计学数据、认知和准备度进行了研究。进行了描述性统计、方差分析和弗里德曼排名检验，并使用Microsoft Excel 365和SPSS 15版计算了克朗巴哈系数。通过主题分析对开放式问题进行了分析。
准备度最终德尔菲轮次的内容效度指数和克朗巴哈系数分别为1.0和0.779，而认知项目最终德尔菲轮次的内容效度指数和克朗巴哈系数分别为0.935和0.900。该量表应用于来自印度12个邦的163名参与者，结果显示教师对自我导向学习的认知与一些变量之间存在显著关联。在促进技能等一些领域，实施准备度较低。
教师认为自我导向学习是可行的，也是帮助学生获得多种技能的好机会，但由于缺乏知识和促进技能而尚未做好准备。他们寻求持续支持以提高准备度水平。
