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Abstract

OBJECTIVE: To explore junior and senior students9 perceptions of their self-directed learning (SDL) capabilities in an innovative graduate-entry medical program and to determine the construct reliability of the survey instrument utilized. METHODS: A cross-sectional survey design in which a self-report questionnaire was administered to undergraduate medical students (n=43) of King Saud bin Abdul Aziz University for Health Sciences, Riyadh in October 2008 and March 2009; soon after entry and in their year 3 of an integrated problem-based learning (PBL) program. The questionnaire sought self-assessment on 14 SDL capabilities. RESULTS: Questionnaire construct reliability was high (Cronbach9s alpha=0.945). Respondents had medium to high perceptions of their self-directed learning capabilities in areas that are among the main building-blocks of self-directed learning. In comparison to junior students, senior students had statistically significantly higher mean scores on 11 of 14 self-assessed SDL competencies (p<0.05). CONCLUSION: Consistent with other studies of SDL in a graduate-entry PBL curriculum, most students perceived themselves as having moderate to high SDL capabilities. Knowledge of learners9 perceived levels of self-directedness is helpful for both students and medical educators. By understanding learners9 conceptions of their self-directed learning capabilities we can design evidence-based program modifications that are likely to promote intended curriculum objectives. Longitudinal studies are needed observing the application and stability of perceived capabilities.

Article Type

Research Article

First Page

1219

Last Page

1224

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