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 ââ"šÂ¬Ã‹Å“Critical self-evaluationââ"šÂ¬Ã¢"žÂ¢, ââ"šÂ¬Ã‹Å“Learning self-efficacyââ"šÂ¬Ã¢"žÂ¢, ââ"šÂ¬Ã‹Å“Self-determinationââ"šÂ¬Ã¢"žÂ¢ and ââ"šÂ¬Ã‹Å“Effective organization for learningââ"šÂ¬Ã¢"žÂ¢ all showed suitable levels of reliability. Conclusions: A revised 38 item SDLRS is a valid measure of medical studentsââ"šÂ¬Ã¢"žÂ¢ readiness to direct their own learning in a hybrid PBL programme.
| Original language | English |
|---|---|
| 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