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 language | English |
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Pages (from-to) | 918-920 |
Number of pages | 3 |
Journal | Medical Teacher |
Volume | 31 |
Issue number | 10 |
DOIs | |
Publication status | Published - 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