Readiness for self-directed learning among King Abdulaziz University medical students

Samera Fahad Al-Basri; Reem Al-Afari; Amro M. Al-Hibshi; Faten Al-Sayes; Park Yoon Soo; Ara Tekian

doi:10.18203/2320-6012.ijrms20164565

Authors

Samera Fahad Al-Basri Department of Obstetrics and Gynaecology, King Abdulaziz University, Jeddah, Saudi Arabia
Reem Al-Afari Department of Medical Education, King Abdulaziz University, Jeddah, Saudi Arabia
Amro M. Al-Hibshi Department of Orthopaedic, King Abdulaziz University, Jeddah, Saudi Arabia
Faten Al-Sayes Department of Haematology, King Abdulaziz University, Jeddah, Saudi Arabia
Park Yoon Soo Department of Medical Education, UIC, Chicago Illinois University, USA
Ara Tekian Department of Medical Education, UIC, Chicago Illinois University, USA

DOI:

https://doi.org/10.18203/2320-6012.ijrms20164565

Keywords:

Medical students, Self-directed learning, Self-directed learning readiness scale

Abstract

Background: To determine readiness for self-directed learning (SDL) among medical students enrolled at King Abdulaziz University (KAU) in Jeddah, Saudi Arabia, as well as identify demographic characteristics that might affect or control such readiness.

Methods: Medical students at all levels of training were asked to participate in a study in the form of a self-response questionnaire via emailed link (Gugliemino’s Self-Directed Learner Readiness Scale [SDLRS]). This instrument was designed to measure the complex attitudes, skills and characteristics that comprise an individual’s current level of readiness to manage his or her own learning. Data were analysed using SPSS, and mean, median and total scores were calculated and compared.

Results: Of more than 1900 medical students at the KAU Faculty of Medicine, 192 students responded to the self-response questionnaire (see appendix). Results suggested that readiness for SDL is below average for more than 99% of medical students

Conclusions: Our study showed that further evaluation of our students' readiness for SDL is required, as well as exploration and implementation of tools for improving skill and knowledge development, to enable students to develop a lifelong learning attitude.

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