Document Type : Original Article


1 Department of Physiology, Bhaikaka University, Karamsad, Gujarat, India

2 Department of Medical Education, Bhaikaka University, Karamsad, Gujarat, India

3 Department of Anatomy, PSMC, Bhaikaka University, Karamsad, Gujarat, India


BACKGROUND: To motivate students toward the path of lifelong learning, it is important to train
them for a self‑directed learning (SDL) approach, where they identify the need of learning the content
as well as look forward to attaining the learning outcome, independently. The level of readiness
for SDL will allow the learner to be self‑disciplined, self‑organized, an effective team builder and
communicator, a self‑assessor, and a self‑reflector, thus being a self‑learner with the ability to accept
and give constructive feedback. The aim of the study was to develop, validate, and implement the
SDL 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 with
12 experts and was implemented for the medical students at Karamsad, Gujarat as a cross‑sectional
survey after a pilot trial scale from May 2021 to September 2021, using mean, the standard deviation
for each item, and arrived sub‑titles. The ANOVA test was used to find differences in readiness
scores as per different years of the medical program.
RESULT: The result demonstrates that the maximum score was obtained for the first‑year medical
student (149.89 ± 24.72), which dropped in year 2 (136.35 ± 32.26) but increased by the final
year (147.67 ± 56.66), although not as high as the initial joining year. However, a statistically
significant 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 no
statistical significance for the DSVS‑self‑directed learning readiness scale (SDLRS) score and
demographic variables.
CONCLUSION: The outcome of the study strongly suggests training/sensitization sessions for
students to highlight the importance of a SDL approach in a digital millennium. Moreover, a longitudinal
follow‑up needs to be conducted for the readiness score of the students based on the developed
scale and subsequent training sessions need to be organized for students as well as faculty for better
outcomes for the students toward SDL sessions.


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