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Readiness for self-directed learning: Validation of a new scale with medical students.

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Title: Readiness for self-directed learning: Validation of a new scale with medical students.
Authors: Hendry, Graham D.1 (AUTHOR) grahamh@gmp.usyd.edu.au, Ginns, Paul1 (AUTHOR)
Source: Medical Teacher. Oct2009, Vol. 31 Issue 10, p918-920. 3p. 1 Chart.
Subject Terms: *Higher education, *Adult learning, *Medical students, *Factor analysis, *Problem-based learning, *Self-efficacy in students, *Autonomy (Psychology), Self-report inventories, Self-perception testing
Abstract: Background: Students in higher education are expected to make decisions about the depth and breadth of their study, and so self-direct their learning. Students vary in their willingness or readiness to engage in self-directed learning (SDL). Aim: This study examines the factorial validity of a new instrument, the Self-Directed Learning Readiness Scale (SDLRS) to measure readiness for SDL in medical students. Method: Exploratory factor analysis was conducted to determine the factor structure of the SDLRS for a sample of 232 first-year students in a hybrid problem-based learning (PBL) medical programme. Results: Estimates of internal consistency (Cronbach's α) were obtained for extracted factors that were compared with the three-factor structure obtained in a previous study of nursing students. Four factors 'Critical self-evaluation', 'Learning self-efficacy', 'Self-determination' and 'Effective organization for learning' all showed suitable levels of reliability. Conclusions: A revised 38 item SDLRS is a valid measure of medical students' readiness to direct their own learning in a hybrid PBL programme. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Readiness for self-directed learning: Validation of a new scale with medical students.
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Oct2009, Vol. 31 Issue 10, p918-920. 3p. 1 Chart.
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  Data: *<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Adult+learning%22">Adult learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br />*<searchLink fieldCode="DE" term="%22Factor+analysis%22">Factor analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+students%22">Self-efficacy in students</searchLink><br />*<searchLink fieldCode="DE" term="%22Autonomy+%28Psychology%29%22">Autonomy (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Self-report+inventories%22">Self-report inventories</searchLink><br /><searchLink fieldCode="DE" term="%22Self-perception+testing%22">Self-perception testing</searchLink>
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  Data: Background: Students in higher education are expected to make decisions about the depth and breadth of their study, and so self-direct their learning. Students vary in their willingness or readiness to engage in self-directed learning (SDL). Aim: This study examines the factorial validity of a new instrument, the Self-Directed Learning Readiness Scale (SDLRS) to measure readiness for SDL in medical students. Method: Exploratory factor analysis was conducted to determine the factor structure of the SDLRS for a sample of 232 first-year students in a hybrid problem-based learning (PBL) medical programme. Results: Estimates of internal consistency (Cronbach's α) were obtained for extracted factors that were compared with the three-factor structure obtained in a previous study of nursing students. Four factors 'Critical self-evaluation', 'Learning self-efficacy', 'Self-determination' and 'Effective organization for learning' all showed suitable levels of reliability. Conclusions: A revised 38 item SDLRS is a valid measure of medical students' readiness to direct their own learning in a hybrid PBL programme. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3109/01421590802520899
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      – Code: eng
        Text: English
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      – SubjectFull: Medical students
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      – SubjectFull: Factor analysis
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      – SubjectFull: Problem-based learning
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      – SubjectFull: Self-efficacy in students
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      – SubjectFull: Autonomy (Psychology)
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      – SubjectFull: Self-report inventories
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      – SubjectFull: Self-perception testing
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              Text: Oct2009
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