Self directed learning readiness among undergraduate medical students in a tertiary care health institution in Pondicherry

Abstract

Background: To achieve “Health for All”, the medical curriculum in India needs remodeling with learners being proactive and centre of all teaching learning activities. The self-directed learning enables learners’ acquisition of knowledge and skills for better performance and achievements. Objective: To assess the level of readiness for self-directed learning (SDLR) and its correlates among medical undergraduate students of a tertiary health care institution in Pondicherry. Methods: This cross-sectional study was conducted among 243 Bachelor of Medicine and Bachelor of Surgery (MBBS) students of a private medical college in Pondicherry after obtaining written informed consent. A self administered study tool was used for collection of relevant information. SDLR was assessed using Fisher’s 40 items SDLR scale. A score of > 150 and ≤150 were considered as high and low SDLR respectively. Motivation and time management were assessed using Pintrich’s Motivated Strategy for Learning Questionnaire, and Britton and Tessor’s Time Management Questionnaire. Results: Response rate was >90%. The mean (SD) SDLR score was 147.8 (13.2). The mean (SD) score in the domains of the SDLR were 44.1±4.8 (self-management), 46.6±4.6 (desire for learning) and 57.1±6.9 (self-control). Around 44% of the students had high readiness for self-directed learning. Among the student’s characteristics, only stay arrangement had shown significant association with self-directed learning. Motivation level and time management skills were significant associated with readiness for self learning. Conclusion: Majority of the students had low readiness for self-directed learning. Considering the significant association of SDLR with motivation and time management skills, the curriculum planners should develop strategies and guidance for students to improve their motivation level and time management skills.