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

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.

Additional information

Notes on contributors

Graham D. Hendry

GRAHAM HENDRY, BA (Hons) PhD Grad.Dip.Ed.Stud is a senior lecturer in the field of medical education. His research interests include quality teaching and student learning, and academic staff development.

Paul Ginns

PAUL GINNS, BA (Hons) M.App.Psyc, PhD, Grad.Cert.Ed.Stud is a lecturer in the field of educational psychology. His research interests include the development of institutionally aligned systems for student feedback on teaching, and the application of cognitive science to improving learning.