ArticleJournal of education and health promotion2025
Assessing self-directed learning readiness among Indian medical graduates: Implications for educators and policymakers.
Article in Journal of education and health promotion, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundSelf-directed learning (SDL) empowers learners to take charge of their education by identifying knowledge gaps, setting goals, utilizing resources, and evaluating outcomes. The aim of this study is to explore SDL approaches among Indian Medical Graduate students and their correlation with demographic factors. MATERIALS AND
methodsA cross-sectional study was conducted (2019-2023) at three Indian medical universities among 1200 MBBS students, selected through stratified random sampling. Data on demographics, SDL strategies, and perceived learning barriers were collected using a validated questionnaire.
resultsParticipants were categorized into three SDL profiles: low level (34.7%), moderate level (48.4%), and high level (16.9%). High-level SDL participants reported the highest curriculum satisfaction (90%) and the fewest learning difficulties (15%). SDL scores varied significantly across groups (
conclusionHigher SDL levels correlate with increased curriculum satisfaction, better understanding of SDL, and fewer learning difficulties. Enhancing SDL awareness and curriculum satisfaction may improve medical students' academic performance.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.