Journal of Education and Health Promotion

Development and implementation of a self‑directed learning readiness scale for undergraduate health professional students

. Puja Dulloo; . Suman Singh; . Neeraj Vedi; . Praveen Singh

Volume 13, Issue 2 , February 2023, , Pages 1-8

Abstract

BACKGROUND: To motivate students toward the path of lifelong learning, it is important to trainthem for a self‑directed learning (SDL) approach, where they identify the need of learning ... Read More BACKGROUND: To motivate students toward the path of lifelong learning, it is important to trainthem for a self‑directed learning (SDL) approach, where they identify the need of learning the contentas well as look forward to attaining the learning outcome, independently. The level of readinessfor SDL will allow the learner to be self‑disciplined, self‑organized, an effective team builder andcommunicator, a self‑assessor, and a self‑reflector, thus being a self‑learner with the ability to acceptand give constructive feedback. The aim of the study was to develop, validate, and implement theSDL readiness scale for health professional students.MATERIALS AND METHOD: The readiness scale of 43 items was used in four sub‑titles (awareness,learning strategies, and style, motivation, team building) was developed using the Delphi method with12 experts and was implemented for the medical students at Karamsad, Gujarat as a cross‑sectionalsurvey after a pilot trial scale from May 2021 to September 2021, using mean, the standard deviationfor each item, and arrived sub‑titles. The ANOVA test was used to find differences in readinessscores as per different years of the medical program.RESULT: The result demonstrates that the maximum score was obtained for the first‑year medicalstudent (149.89 ± 24.72), which dropped in year 2 (136.35 ± 32.26) but increased by the finalyear (147.67 ± 56.66), although not as high as the initial joining year. However, a statisticallysignificant difference per gender was identified for a few items of the scale [(items 24 (P < 0.034),26 (P < 0.0005), 37 (P < 0.035), and 40 (P < 0.013)]. The logistic regression analysis showed nostatistical significance for the DSVS‑self‑directed learning readiness scale (SDLRS) score anddemographic variables.CONCLUSION: The outcome of the study strongly suggests training/sensitization sessions forstudents to highlight the importance of a SDL approach in a digital millennium. Moreover, a longitudinalfollow‑up needs to be conducted for the readiness score of the students based on the developedscale and subsequent training sessions need to be organized for students as well as faculty for betteroutcomes for the students toward SDL sessions.

Enhanced learning strategies of undergraduate medical students with a structured case presentation format

. Sarabmeet Singh Lehl; . Monica Gupta; . Sanjay D’Cruz

Volume 11, Issue 10 , November 2021, , Pages 1-7

Abstract

BACKGROUND: Improvement of the learning in undergraduate bedside teaching needs to bepromoted through innovative interventions. Changes in the structured format (SF) for bedside casediscussion ... Read More

Exploring faculty perspectives on competency‑based medical education: A report from India

. Rashmi Ramanathan; . Jeevithan Shanmugam; . Magadi Gopalakrishna Sridhar; . Kalaniti Palanisamy; . Seetharaman Narayanan

Volume 11, Issue 9 , October 2021, , Pages 1-6

Abstract

INTRODUCTION: Medical education in India is experiencing a paradigm shift from traditionalcurriculum to competency‑based medical education (CBME). It de‑emphasizes time‑based ... Read More

Designing flipped classroom using Kemp’s instructional model to enhance deep learning and self‑directed collaborative learning of basic science concepts

. Suhasini Padugupati; . Krishna Prakash Joshi; . Thomas V Chacko; . Deepak Jamadar

Volume 11, Issue 4 , May 2021, , Pages 1-7

Abstract

BACKGROUND: The flipped classroom pedagogy allows students to introduce a topic and gathertheir own meanings outside of the classroom, then explore the topic and create their meaningsor ... Read More BACKGROUND: The flipped classroom pedagogy allows students to introduce a topic and gathertheir own meanings outside of the classroom, then explore the topic and create their meaningsor exclude their misconceptions during class. Our aim was to enhance the ability of self‑directedlearning (SDL) among medical undergraduates. Pedagogical benefits of the model are highlightedalong with potential challenges to its use.MATERIAL AND METHODS: Kemp’s Instructional model was used to design flipped classroom.Need analysis was done to assess the perceptions of the students on the current teaching practicesand their expectations for adoption of innovative methods. Validation of content was done by Delphimethod by subject experts across the institutions. Content included objectives; case scenarios andextended multiple choice questions. Students were divided into two groups. Group A and Group B,50 in each. A topic was given 1 week prior and both groups were subjected to a pretest to identifytheir self‑study performance. Group A was exposed to 4 sessions of flipped classroom. They wereprovided with PowerPoint slides with voice recordings. In the classroom, first 30 min was meant forquiz and next 30 min was meant to clarify the doubts. Group B were exposed to the 4 regular lecturesessions. Both the groups were subjected to the posttest and test after 4 weeks. Later with anothertopic, flipped classroom was conducted for all the 100 students and the feedback was taken fromall the students and faculty using a validated questionnaire.RESULTS: Posttest scores of students who were flipped were statistically significant (p < 0.001).Most (98%) students opined that these interactive sessions evoked interest in the topic. Flippedclassroom sessions were found to be effective in improving students’ learning behavior toward SDL,collaborative learning skills and critically analyzing the basic concepts.CONCLUSIONS: By following a systematic process (Kemp’s instructional Model, it is possibleto design need‑based flipped classroom sessions. They are found to be effective in improvingstudents’ learning behavior toward deep learning, self‑efficacy, SDL, collaborative learning skills,critically analyzing the basic concepts. In a flipped classroom, “the learning environment transformsinto a dynamic and more social space where students can participate in critiques or work throughproblems in teams.

Learning with lockdown: Utility of whatsApp status‑based multiple‑choice question discussion on COVID‑19 among medical students and teaching faculty

. Sunil Kumar Doddaiah; . Praveen Kulkarni; . Aparna Mohandas; . M. R. Narayana Murthy

Volume 11, Issue 4 , May 2021, , Pages 1-6

Abstract

BACKGROUND: Following the COVID‑19 pandemic, the Government of India announced lockdownfrom March 25, 2020, which included measures such as social distancing, canceling mass gatherings,and ... Read More

Relationship between the sense of coherence, self‑directed learning readiness, and academic performance in Malaysian undergraduate dental students

. Fawaz Shamim Siddiqui; . Jayashri Tamanna Nerali; . Lahari Ajay Telang

Volume 11, Issue 3 , March 2021, , Pages 1-7

Abstract

BACKGROUND: Stress and low psychological well‑being among students in higher education impacttheir academic performance. The purpose of this study was to determine the relationship ... Read More

Students’ perception regarding pedagogy, andragogy, and heutagogy as teaching–learning methods in undergraduate medical education

. Alka Bansal; . Smita Jain; . Lokendra Sharma; . Neha Sharma; . Charu Jain; . Moksh Madaan

Volume 10, Issue 11 , November 2020, , Pages 1-7

Abstract

INTRODUCTION: Medical education is tricky to imbibe and difficult to apply. Variousteaching–learning (TL) methods have been tried from time to time to enhance the proficiency ... Read More

Module to facilitate self‑directed learning among medical undergraduates: Development and implementation

. Somdatta Patra; . Amir Maroof Khan; . Madhu Kumari Upadhyay; . Rahul Sharma; . Om Prakash Rajoura; . Sanjiv Kumar Bhasin

Volume 10, Issue 9 , September 2020, , Pages 1-5

Abstract

CONTEXT: Currently, self‑directed learning (SDL) is emphasized in medical institutions all over theworld. The skills of SDL enable one to be a lifelong learner, a necessity to cope ... Read More

Comparing the effect of two health education methods, self‑directed and support group learning on the quality of life and self‑care in Iranian postmenopausal woman

. Fatemeh Ahmadi Dastgerdi; . Zahra Zandiyeh; . Shahnaz Kohan

Volume 10, Issue 3 , March 2020, , Pages 1-5

Abstract

BACKGROUND: Women during menopause stages experience many symptoms, for which theylack enough knowledge to manage them. This study aimed to compare the effect of self‑directed andsupport ... Read More BACKGROUND: Women during menopause stages experience many symptoms, for which theylack enough knowledge to manage them. This study aimed to compare the effect of self‑directed andsupport group health education on the quality of life (QOL (and self‑care of postmenopausal women.MATERIALS AND METHODS: This field trial study was carried out with three groups. One hundredand eight menopause women were selected through convenient sampling method based on theinclusion criteria from three comprehensive health centers. Health centers were randomly assigned tosupport (n = 36), self‑directed (n = 36), and control groups (n = 36). In the self‑directed group, educationwas provided through educational package, and the control group received routine care from thehealth center. The support group received education through four group sessions by trained healthyvolunteers. Data were collected by menopause‑specific QOL and self‑care standard questionnaire.RESULTS: Immediately after the intervention, the mean scores of QOL in the self‑directedgroup, support group, and control group were 41.82 ± 7.61, 40.31 ± 4.80, and 48.17 ± 8.45,respectively (P < 0.05). In addition, the mean scores of self‑care were significantly differentbetween the self‑directed (40.67 ± 7.36) and support (36.50 ± 3.36) groups compared to the controlgroup (47.83 ± 8.47) (P < 0.05). After 1 month from intervention, QOL scores in the self‑directedgroup (40.67 ± 7.36), support group (36.50 ± 3.36), and control group (47.83 ± 8.47) were significantlydifferent (P < 0.05). In addition, the mean scores of self‑care were 64 ± 6.79 and 65 ± 8.32 in theself‑directed and support groups, respectively, compared to the control group (49.09 ± 9.43). Post hoctest (least significant difference) revealed higher effectiveness of the support group (P < 0.001).CONCLUSIONS: Results indicated QOL and self‑care in menopause women in self‑directed andsupport groups improved. However, the support group provided higher effectiveness. Therefore,we recommended paying more attention to the capabilities of healthy volunteers for the promotionof QOL in menopause women.

The effect of distance learning via SMS on academic achievement and satisfaction of medical students

. Mehrdad Mohammadi Sichani; . Shadi Reissizadeh Mobarakeh; . Athar Omid

Volume 8, Issue 2 , February 2018, , Pages 1-5

Abstract

INTRODUCTION: Recently, medical education has made significant progress, and medical teachersare trying to find methods that have most impressive effects on learning. One of the useful ... Read More

Journal of Education and Health Promotion

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Volume 13 (2023)

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Keywords = self‑directed learning

Development and implementation of a self‑directed learning readiness scale for undergraduate health professional students

Abstract

Enhanced learning strategies of undergraduate medical students with a structured case presentation format

Abstract

Exploring faculty perspectives on competency‑based medical education: A report from India

Abstract

Designing flipped classroom using Kemp’s instructional model to enhance deep learning and self‑directed collaborative learning of basic science concepts

Abstract

Learning with lockdown: Utility of whatsApp status‑based multiple‑choice question discussion on COVID‑19 among medical students and teaching faculty

Abstract

Relationship between the sense of coherence, self‑directed learning readiness, and academic performance in Malaysian undergraduate dental students

Abstract

Students’ perception regarding pedagogy, andragogy, and heutagogy as teaching–learning methods in undergraduate medical education

Abstract

Module to facilitate self‑directed learning among medical undergraduates: Development and implementation

Abstract

Comparing the effect of two health education methods, self‑directed and support group learning on the quality of life and self‑care in Iranian postmenopausal woman

Abstract

The effect of distance learning via SMS on academic achievement and satisfaction of medical students

Abstract