ArticleJournal of education and health promotion2024
Self-directed learning for medical graduates: A boon or bane in disguise? A cross-sectional study in Chennai.
Article in Journal of education and health promotion, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Implementing and evaluating an integrated self-directed learning method for 1Journal of education and health promotion · 2026Article
- Self-directed learning ability among undergraduate allied health sciences students in Chennai, India: a cross-sectional study.BMC medical education · 2025Article
- Evaluation of Competency-Based Medical Education (CBME) curriculum implementation for Phase II Medical undergraduates: A qualitative study.Journal of advances in medical education & professionalism · 2025Article
- Assessing self-directed learning readiness among Indian medical graduates: Implications for educators and policymakers.Journal of education and health promotion · 2025Article
- From Dependent to Self-Directed Learning in Medical Education: Can Online Modular Intervention Facilitate the Transition?Indian journal of psychological medicine · 2024Article
- Assessment of students' perspective on introduction of "digital dentistry" as self- directed learning module in undergraduate prosthodontics curriculum: A mixed-method study.Journal of oral biology and craniofacial researchArticle
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5 authors.
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Abstract
backgroundSelf-directed learning (SDL) is an essential aspect of adult education or andragogy, gaining significance in medical education with the introduction of competency-based medical education. The primary objective of this study is to assess the self-directed learning abilities of second-year medical undergraduates in Chennai, South India, and to identify potential challenges and gaps in their learning process. MATERIALS AND
methodsA cross-sectional study was conducted among 82 second-year medical students attending self-directed learning sessions at a medical college in Chennai. Data were collected using the self-directed learning instrument (SDLI), a standardized questionnaire, administered through Google Forms. Participants' identities were maintained confidential. Data were analyzed using SPSS version 22.0. Descriptive data were presented as proportions and percentages. Normally distributed quantitative data were expressed as mean and standard deviation. Non-normal continuous data were expressed as median and interquartile range (IQR).
resultsThe majority of the students (61%) demonstrated a high level of SDL ability, with a median score of 76. Students exhibited strong learning motivation (mean score 4.11) but struggled with planning and implementation (mean score 3.07). The maximum mean score was 4.11 for item 3 (constant improvement and excelling in learning), and the minimum mean score was 3.07 for item 11 (arranging and controlling learning time). The students showed high self-monitoring (mean score 3.76) and interpersonal communication skills (mean score 4.00).
conclusionsSDL emerges as a boon for medical undergraduates in this study. By providing adequate training to faculty members on SDL implementation and guidance to students on planning and time management, SDL can play a pivotal role in enhancing medical education quality and fostering life-long learning among future medical professionals.
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