Readiness for self-directed learning : validation of a new scale with medical students

Graham D. Hendry, Paul Ginns

    Research output: Contribution to journalArticle

    46 Citations (Scopus)

    Abstract

    Background: Students in higher education are expected to make decisions about the depth and breadth of their study, and so self-direct their learning. Students vary in their willingness or readiness to engage in self-directed learning (SDL). Aim: This study examines the factorial validity of a new instrument, the Self-Directed Learning Readiness Scale (SDLRS) to measure readiness for SDL in medical students. Method: Exploratory factor analysis was conducted to determine the factor structure of the SDLRS for a sample of 232 first-year students in a hybrid problem-based learning (PBL) medical programme. Results: Estimates of internal consistency (Cronbach's α) were obtained for extracted factors that were compared with the three-factor structure obtained in a previous study of nursing students. Four factors ‘Critical self-evaluation’, ‘Learning self-efficacy’, ‘Self-determination’ and ‘Effective organization for learning’ all showed suitable levels of reliability. Conclusions: A revised 38 item SDLRS is a valid measure of medical students’ readiness to direct their own learning in a hybrid PBL programme.
    Original languageEnglish
    Pages (from-to)918-920
    Number of pages3
    JournalMedical Teacher
    Volume31
    Issue number10
    DOIs
    Publication statusPublished - 2009

    Keywords

    • SDLRS
    • learning strategies
    • medical students
    • medicine
    • motivation in education
    • problem-based learning
    • self-determination
    • self-directed learning
    • self-efficacy
    • self-evaluation
    • study and teaching (higher)
    • university students

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