Readiness for self-directed learning among undergraduate medical students of Andhra Medical College, Visakhapatnam

Madhavi, K.; Madhavi, B. Devi

doi:10.18203/2394-6040.ijcmph20173332

Cited by 14 publications

(19 citation statements)

References 7 publications

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“…[ 3 ] The readiness for SDL practices appeared to be low among medical students in India and the need to find ways to build SDL skills among them is of paramount importance. [ 21 22 23 ] Similarly, in our study, the adult learning principles (SDL and reflective learning) were not much appreciated by the students. Many felt that these principles were time-consuming and a few have also reported that these were not followed in their colleges.…”

Section: Discussionmentioning

confidence: 50%

Exploring the learners’ perspectives on competency-based medical education

Ramanathan¹,

Shanmugam

Gopalakrishna

et al. 2021

Journal of Education and Health Promotion

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BACKGROUND: A novel innovation in medical education was initiated by the Medical Council of India after 21 years. Competency-based medical education (CBME) is an effective outcome-based strategy, which requires integration of knowledge, attitude, skills, values, and responsiveness. The aim was to assess the students’ perspectives on competency-based medical curriculum. MATERIALS AND METHODS: This cross-sectional descriptive study was conducted among 1st year MBBS students (2019–2020 batch). A validated questionnaire was administered through Google link among phase I medical students of various medical colleges across India by multistage sampling. RESULTS: A total of 987 students from 74 medical colleges in India responded. Nearly three-fourths opined that foundation course (FC), attitude ethics communication module, and early clinical exposure were necessary. Horizontal integration was more appreciated to vertical integration. Maintaining log books was perceived as time-consuming and cumbersome. CONCLUSION: The CBME when meticulously adopted will inspire student enthusiasm for learning. Few reforms such as curtailing the duration of FC, diffuse sessions on stress and time management, better synchronized vertical integration, and an exemplary implementation of adult learning techniques can be undertaken.

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Section: Discussionmentioning

confidence: 50%

Exploring the learners’ perspectives on competency-based medical education

Ramanathan¹,

Shanmugam

Gopalakrishna

et al. 2021

Journal of Education and Health Promotion

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“…In contrast, a study by Kar et al showed higher proportion of male students (60.9%). [6][7][8][9][10][11][12][13][14] With look to area of residence of the students, majority (68.0%) reside in urban locality in the current study. In the existing study, the mean SDLR score among study participants was 152.…”

Section: Resultsmentioning

confidence: 99%

Self-directed learning readiness among II and III MBBS students in a tertiary teaching hospital

Prabhakar¹,

Masilamani²,

Ananthan³

2020

Int J Community Med Public Health

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Background: Self-directed learning (SDL) is defined as an instructional stratagem where the medical students, with guidance from the teacher, choose what and how they will learn. The current study is aimed at finding the readiness for SDL among medical students and its association with their socio demographic characteristics.Methods: An Institution based cross-sectional study was conducted among 100 II Bachelor of medicine and Bachelor of Surgery (MBBS) students and 100 III MBBS students of Theni Government Medical College. The readiness assessment of the students was found by using Fischer’s 40 items SDL readiness score (SDLRS) instruments. The instrument has 40 items under three domains self-management (9 items), desire for learning (16 items) and self-control (15 items).Results: Only 29% were aware of SDL. Around 55% showed high readiness for SDL (>150). Females had higher readiness for self-directed learning than males (60.9% versus 39.1%) but the mean SDLR score was similar 152.5 versus 151.6. III MBBS medical students had higher score than II MBBS medical students (58.2% versus 48.8%, mean SDLR score 149.9 versus 154.2, p=0.011). Demonstrating higher readiness for SDL was not associated with area of residence, stay, presence of doctor in the family, type of schooling, medium of school education, age and gender.Conclusions: There is need of hour to address medical students’ SDL skills to update their competencies. SDL readiness scales help medical faculty to assess students’ learning capabilities and improve teaching learning strategies.

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“…Tại Ấn Độ, Madhavi et al, (2017) đánh giá mức độ sẵn sàng học tập tự định hướng của sinh viên y khoa trường đại học y Andhra, Visakhapatnam [33]. Nghiên cứu này giống như nghiên cứu của Alfaifi (2016) ở Arab Saudi, cũng tìm hiểu mối liên quan giữa sự sẵn sàng cho học tập tự định hướng và đặc điểm nhân khẩu học của sinh viên [32].…”

Section: Tổng Quan Nghiên Cứu Về đáNh Giá Mức độ Sẵn Sàng Học Tập Tự địNh Hướng Trên Thế Giớiunclassified

“…Các tác giả cho rằng điểm 'ham học hỏi' và 'tự chủ' cao hơn so với 'tự quản' thể hiện việc nhấn mạnh sự cần thiết người dạy cần phải tập trung vào kỹ năng này. Kết quả nghiên cứu cũng cho thấy "mặc dù một số sinh viên y khoa đã sẵn sàng cho việc học tập tự định hướng nhưng vẫn còn những sinh viên khác chưa sẵn sàng" [33]. Do đó, cần phải xem xét về các kỹ năng học tập tự định hướng của sinh viên và các biện pháp xây dựng và thúc đẩy các kỹ năng học tập tự định hướng ở sinh viên [33].…”

Section: Tổng Quan Nghiên Cứu Về đáNh Giá Mức độ Sẵn Sàng Học Tập Tự địNh Hướng Trên Thế Giớiunclassified

“…Sinh viên cần được tư vấn và hỗ trợ để học tập tích cực và độc lập hơn, nhấn mạnh đến tư duy phản biện, tự định hướng và hợp tác, các chiến lược học tập [3,9,23,24,26,28,29,37] Khi học tập tự định hướng, người học có mong muốn học tập và khả năng tự chủ nhưng vẫn cần được hỗ trợ về các kỹ năng quản lý học tập, vì vậy, các cơ sở giáo dục đại học nên chú ý bồi dưỡng kỹ năng quản lý học tập cho sinh viên trong quá trình học tập tại trường. Nhà trường cũng cần quan tâm tạo động lực cho sinh viên học tập để thúc đẩy việc học tập tự định hướng trong nhà trường [33].…”

Section: đốI Với Các Cơ Sở Giáo Dục đạI Họcunclassified

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Review of Self-directed Learning Readiness Assessments Among Undergraduate Students in the World and Lessons Learnt for Vietnam

Thuy¹,

Thuy²,

Minh³

2021

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This article aims to provide the selected findings of self-directed learning readiness assessment to undergraduate students in various countries. It also offers relevant recommendations for promoting self-directed learning to Vietnamese higher education institutions. Through desk study by analyzing articles and studies of self-directed study readiness assessment, the result shows that the level of self-direct learning readiness among undergraduate students is different due to the influence of mental, social and demographic variables. Some practical recommendations for higher education institutions, students, teachers and researchers are proposed to promote self-directed learning. It is expected that this study will partly contribute to promote the students’ initiative and creativity in learning associated with lifelong learning.

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Readiness for self-directed learning among undergraduate medical students of Andhra Medical College, Visakhapatnam

Cited by 14 publications

References 7 publications

Exploring the learners’ perspectives on competency-based medical education

Exploring the learners’ perspectives on competency-based medical education

Self-directed learning readiness among II and III MBBS students in a tertiary teaching hospital

Review of Self-directed Learning Readiness Assessments Among Undergraduate Students in the World and Lessons Learnt for Vietnam

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