Measuring Self-Directed Readiness (SDLR) of internal medicine trainees and the impact of covid pandemic on their training and learning acquisitions cross-sectional study.

Introduction: The COVID-19 pandemic has profoundly affected medical education worldwide, leading to significant disruptions in healthcare systems. This study investigates the impact of the pandemic on the readiness for self-directed learning (SDL) among first-year, third-year, and fourth-year internal medicine residents in Saudi Arabia during the 2019-2020 academic year. Methods: A non-interventional cross-sectional study utilizing an online survey based on SDL concepts was conducted in Saudi Arabia in 2022-2023. Data were collected from 74 participants with ethical approval, and analysis involved statistical testing and questionnaire reliability evaluation. Results: Overall, participants exhibited high SDL readiness scores, indicating readiness for self-directed learning. Gender, Part 1 residency exam results, and effective knowledge sources did not significantly affect SDL preparedness. However, residents who dedicated eight or more hours weekly to reading demonstrated higher SDL readiness, emphasizing a strong commitment to self-directed learning. Choosing textbooks as a primary knowledge source was associated with increased SDL readiness scores. Although first-year residents showed higher SDL readiness ratings than senior fellows, this difference was not statistically significant. Notably, residents exhibited increased engagement in reading patient encounters. Conclusions: Despite pandemic challenges, Saudi Arabian internal medicine residents maintained high SDL readiness. The pandemic did not substantially alter SDL preparation concerning information sources, gender, or exam scores. Reading habits indicative of self-directed learning commitment positively influenced SDL preparedness. Larger sample sizes may be necessary to definitively assess SDL preparedness differences between first-year residents and the third- to fourth-year colleagues. These findings underscore the adaptability and resilience of medical students during global health crises, highlighting the importance of self-directed learning in medical education.