(Open Access Original Article Readiness for self-directed learning among First Year Saudi Medical students: A descriptive study ‘Mona Soliman’, Ghadeer Al-Shaikh ABSTRACT Objectives: The objectives of the present study was to explore the readiness for Self Directed Learning (SDL) among first year Saudi Medical students enrolled at King Saud University (KSU) and Princess NourahBintAbdulrahman University (PNU) in Saudi Arabia. ‘Methods: First year medical students were invited to participate in a descriptive cross sectional study design. Data were collected using a Self-Directed Leamer Readiness Scale (SDLRS) which is a self- assessment tool aimed to assess three main components: self-management, desire for learning and selt- control. The students responded to each item of the SDLRS on a 5-point Likert scale. Data were analyzed using SPSS, mean, median and total scores were calculated and were compared among student's groups. Results: The mean score for the desire of learning was the highest (4.08:0.5) of all the three components Of the SDLRS followed by self-control (3.920.9), while the least mean score was for self-management (3.70.5). Overall, differences between student's groups were not statistically significant. Conclusion: The present study revealed that the overall SDL readiness of participants was good, students were highly motivated for self-learning and had the ability for self-control. However, they need assistance to improve their self-management skils. KEY WORDS: Self-directed learning, Medical Students. do: http: //dx.dol.org/ 10.12669/pjms.314.7057 How to cite this: Soliman M, ALShaikh G. Reeines for self-directed tearing among First Year Saudi Medical students: A descriptive study Pak.J Med ‘Sel 2015;31(4):799.802._ dol: hetp:/ Fa dol.org/ 10-12669/p}ms 3147057 “Tse an Open Accom atl dtd under te terms ofthe Creative Carmons Itz iton Lees [ip creatveconmane glee by 2.0), “which pees unestitee we, dtrbuton, and reprasiction In ary mesum, proved the orga werk rope) chee INTRODUCTION ‘Self-directed leaming (SDL) is an important skill, for medical students and it is considered as an integral part of studentcentered medical curricula." ‘Shortened lifespan of zelevant information and Toone sim, Department of Pilon Coles of Medicine, NngSaud User aya at, Sue ela, 2. Dr Ghadeer isha Department of Obstetrics and Gmnecrowy, College of Medicine, ‘ng Saud Unversity, Rach 461, Saud drab, ‘Calege o Metin, Princess Narain Abaarahran Unversty. eeregondence: ‘Mona M. Soliman, MBBS, MSc, PD, Dla Ned Ee ‘Associate Prefesoy, Deparment of Pysegy, (tego mesic, rg Saud Unies, (20. Sot 2925 (29), Ria 1146, Sal Aad, [Erait molenont aie + na Revson accept ‘peuz0, 213 increased complexity of clinical practice make SDL virtually important for health professionals to retain competency by continuous learning and seeking for knowledge updates throughout their careers. Knowles defined SDL as ‘a processin which individuals take the initiative with or without the help of others in diagnosing their learning needs, formulating goals, identifying human and material sources, and evaluating learning outcomes *SDI. is defined as the process of ‘what to learn to what depth and breadth. The self-directed learners take control and accepts the freedom to learn what they view as important for themselves."*The degree ‘of control the learners are willing to take over their own learning will depend on their attitude, abilities and personality characteristics. SDLisanembedded partof the innovativemedical curricula that adopt the problem-based learning (PBL), PBL. is viewed as an innovative strategy that changes the teaching context from teacher-centered Pak JMed Sci 2015 VoL31 No.4 wawajmscompk 799)‘Mona Sotnan et learning to student-centered. In medical curricula the system is based on real cases that demonstrate core learning objectives with integration of basic and dinical sciences knowledge. Students enrolled. insuch system must have the competencies of SDL. ‘The instrument most widely used to measure SDL. readiness is Guglielmino’s self-directed learning readiness scale (SDLRS). KSUand PNU Medical Colleges,areimplementing, the same innovative reformed curriculum that adapts PBL strategy, where SDL time constitutes fan important part of the curriculum. Therefore assessing junior student's SDL competencies fare considered an essential part of the ongoing ‘monitoring of the recently reformed progeam. IL will also shed the light on areas of improvement concerning the main domains of SDL during early [phases of the program where intervention could be ppossible. The presentstudy was designed to explore the SDL readiness ofthe first year medical students in KSU and PNU. METHODS Study Design and study settings: This is a cross- sectional survey design using a convenient sample of first year medical students enrolled in KSU and PN, Students from both KSU and PNU amounted to 40); 134 females and 194 males were from KSU and 69 females from PNU. The medical program isa five year curriculum with the first two years of Basic sciences focusing on nine blocks, based fon systems and divided into four semesters. The third year is a transition between the basic science and the two years of clinical clerkship. During the first two years, the courses share full vertical and horizontal integration of basic science subjects: Anatomy, Physiology, and Biochemistry with Pathology, Microbiology, Pharmacology and few relevant topics of Community Medicine according to the themes of weeks. Teaching strategies include interactive lectures, tutorials, practical and demonstration, smart lab, history taking and PBL sessions. The design of PBL is based on real cases, that demonstrates core-learning objectives with integration of basic and clinical sciences knowledge. Times for SDL constitute an integral part of the curriculum and are considered on daily basis Before the start of data collection, the study was submitted to Ethical Review Board at KSU and PNU for approval. During data collection, verbal [permission was taken from all participants. Data Collection: SDURD questionnaire was used to collect the data; the scale was first developed and. (800 Pak J Med Sei 2015 Vol 31 No.4 ww.pms.com pk tested by Fisher et a." It is self-perception scale in Englishlanguageincluding 40-items grouped under three subscales and measuring three components; (1) 13 items for self-management, (2) 12 items for the desire for leaming and @) 13 items for seli- ‘control. to % items were ordinal on a five-point Likert scale format, where 1 indicated strongly disagree and 5 indicated strongly agree, the other four items were scored in a reverse order (tems 3,11, 20 and 40). ‘Questionnaires were distributedby theresearchers who gave detailed instructions on how to complete the questionnaire and informed the students about the objectives of the study. Students were also assured on confidentiality of the questionnaire and that no harm or legal consequences will issue regarding the results of the study. Statistical Analysis: Data were analyzed using ‘SPSS version 20. Results of descriptive analysis were tabulated in the form of median, mean and standard deviation for each individual item, 8 well as for total score and for the three sub-scales. Differences between groups were tested using the Kruskall-Wallis test. RESULTS (Out of 400 students, 195 completed and retumed the questionnaires. The overall response rate was 488%. The response rate at KSU was 20.6% and 81.3% for males and females respectively. At Taculty of Medicine, PNU the response rate was, (66.7%, Table-I ‘Mean scores of individual items are shown in Table-Il, Out of the 13 items measuring seli- ‘management, only three scored 4 and above, the other items showed very close values. It is notable that most items of the desire for learning scared above 4, similar results were recorded for the seli- ‘control scale. Table-ll showed the mean score for the three scales and for the total scale. It is evident that the highest score was for desire for learning (4.0840 5) Tables: Kesponce rate of completed questionnaires according to colloge and gender. Vara Dieta eran Pariipane NN 2s 79 Bi 50140206 be ws 109 BIS 2 W639 0 TseSea 4u aor 40 aa Sins 2s 373 oi aay a 425 [Lam open to urw ideas 429 When presented witha problem 377 cannot resolved will ask for assistance 1 lake to evaluate what Ho 410 do noc enjoy studying, 280) have a need to learn. a7 enjoy a challenge 42 9 438, a8 ‘want Inara enw information, AL Tenjoy learning new information 12 Tlie to gather the facts before Take a decision ‘Sefermtral 1. Lam able to forus ona problem 2 Ipreer to set my own loaming goals 3. Lam responsitie 4. Uhave high personal expectations 4 5. Ehave high persenal standards z 8 GRE awe igh belicfs i my ables [Lam aware nf my ove lisstatin . Tam logical 436 ©, Tevaluate my own performance 416 10.L-proter to set my own criteria on 411 which to evaluate my perdormance EE 12 Lean find out information for myselt 48 1.1 Wheto make decisions rmyselt 4.23 114 L profer to sat my own poate 46 115 Lamm not in control of mp Be 2a 0% on os os 07 ua 09 42 09 09 ox oz 09 on os ox ox oz ox ox ox a9 on oz 09 08, on 12 Sel drectes earning {followed by self= control (3.9741.9), while the least score was for self-management (3.7 + 0.5). Identical results were noticed for both males and females at KSU. Results of PNU and KSU were very close for the desire for learning and self-control. As for self-management, PNU score was 3.46 compared to 5.69 for KSU. Overall, no statistical differences were found between KSU and PNU students for the three scales and for the total scale (p>0.05}, DISCUSSION Medical students need to acquire a number of Jearning skills as confidence, autonomy, motivation and preparation for lifelong learning * SDL. is one Of the skills that is essential (or medical students te be life- long leamers especially in the medical curriculum adopting PBI." Integration of SDL in a curriculum, would help deep understanding, ‘memoriring the cient and promote the xchange of ideas. Overall results of the freicated that both KSU and PNU stedents have [Positive attitude toward readiness for SDL. This is fix aucurdare with other studies feu otter Suu Universities In spite of the challenges being faced by the newly enrolled medical students in Saudi Arabia, due to language barrier, and that the program is offered as an undergraduate program yet, the present study demonstrated that students have high desire for learning, indicating, a positive attitude. This is an encouraging finding, and is considered to be a Positive outcome. Similar results were reported! by cartier studies showing that medical students have hhigh desire for learning." This finding can be explained by the unified admission criteria for most (of Metical schools woeld-wide which recruit the top students who demonstrated excellent performance all throughout their education. Our study also demonstrated that this high desire for learning, is ‘not unique for any of the study groups where the score is identical for both males and females anc also showed no stanistical difference between KSU and PNU, even though the preparatory yearof PNU students Was not at the same level as compared to SU. Tablet: Comparison of the shady groups according to the values of the thane scales of the SDLRS, ‘Selfrminagyment Dire for karaing ‘Selfcetral TSU Mies KSU Females PN (RSE Mates KSU Frwaies PNU WSU Mies ESU Females PN ‘Mean an ie ae 1 a aa 708 sD os 058 6 05. oa 13 cr 05, Median 348 36936 ayaa a a ao. Toul man soe 7205 wos 05, aars09. Pak J Med Sci 2015 Vol'S1 No 4 ww pms.com ph 801Mone Soliman et Regarding the self-control, the mean score was approaching 4 with closely related values for all the study groupe This high result indicated s7eat confidence and maturity of our shadents. In comparison to the encouraging results of the desire for learning and self-control. the self «mana scale have lower values, being 3.69 for K5U and 43.46 for PNU, This result indicated that students peesl support it self-management skills expecially in planning, time management and in utilizing systematic for k Hased on the results of the present study, it isadvised that action plans should be taken to improve self-management skills of first year medical students. This can be achieved through extracircular workshops specially designed to tackle specific flems."” Furthermore, the low scored items could be addressed. using. an innovative aimed at behavioeal changes during the learning skills and professionalism courses which are whole year courses provided for both KSU and PNU during the first two years of the ‘medical program, It would also be of great help to arrange hands-on workshops for the students as ‘well as planning for peer tutorials during the SDL time. Limitations of the study: Small sample size of male participants and of PNU respondents CONCLUSION ‘The present study provides haseline data about readiness of first year Saudi medical students for SDL. Students demonstrated high desire for learning and self-control, yet the self-management skills needs further improvement which can be achieved through multidisciplinary approaches. ACKNOWLEDGEMENTS ‘The authors thank all the: students whe partic- pated in this study for their valuable time given for [ling up tee questionnaire, openly Alas AbEar- by. This study did not reveive any Funding. Competing interests: The author declares that there are-no competing interests. Decleration of interest: None. REFERENCES 1 Murad MIL Coie Yahi F, Vash P, Prep 1, Murad ‘AL. The eficheemeer of sili in beat Profession cation) wremalic neview. Med Educ ‘Brion 057g eh: 101117 Ln INT 2 Pak IMAG 2015 Ve Ha A nna con u 5 rs Mulan W, Haroon ML Mlunie A. Hyer C2. 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Greer JM, Toohey MM, Pouce Mf As axtpted, dure ‘esd acy sie grep tor medical steete- orci, om perlite ane ica Explore). 2015 Feb 16. ps SESSOAUTUSIONOS. de smote) jexploee 2015.20,Readiness for Self-Directed learning among First Year Saudi Medical Students: A descriptive study NAME: Gender: (optional) | Self-Directed Learning Readiness Factors Direction: Please put check () and rate yourself honestly based on what you actually do from the given the statements using the folowing scales: 5—always 4-often 3-sometimes2—rarely 1—never ‘Self Management a a 3 z 7 1.1 solve problems usinga plan 2. prioritize my work '3.Ido manage my time well 4.Thave goodmanagement skils 5.I set stricttime frames 6.1 preferto plan my own leaming T-Tam systematicin my Teaming BT am confident in my billy to search out information 9. set specific times for my study 10.1 am self-discplined Ti. 1am disorganzed TZ. am methodical 73.1 can be trusted fo pursue my own Teaming Desire for Learning TT needto know why 2. eniically evaluate new ideas “3.TTeam my own mistakes Tam opento new ideas 5. When presented with a problem | cannot resolve, | wil ask for assistance 6.liketo evaluate what! do T.1do not enjoy studying 1 have aneed to leam 3. Tenjoy a challenge 10.1 want toleam new information 77. enjoy learning new information 12. | like to gatherthe facts before! make a decision ‘Self-Control Tam able fo focus ona problem 2. preferto set my own Teaming goals Zam responsible 4. Thave high personal expedtations35. Thave high personal standards & Ihave high beliets in my abiities T_Tam aware of my own limitations 1am logical 3. Tevaluate my own performance 0. [preferto set my own criteria on which to evaluate my performance 1.1 am responsib for my own decisions/actions 72.1 can find out information for myself 73. Hlike to make decisions for myself 14. Tpreferto set my own goals 75.1 am notin control of my life