Jul 2026· International Journal of Community Medicine and Public Health· Vol 13, pp. 4472-4476· 0 citations· 10 references
TL;DR
The study demonstrated that medical undergraduates possessed moderate level of self-directed learning abilities, with strong learning motivation but comparatively lower scores in planning and implementation.
Abstract
Background: Self-directed learning (SDL) is an essential component of competency-based medical education (CBME) and plays a vital role in promoting lifelong learning among medical students. The National Medical Commission has emphasized SDL as a key strategy to develop independent learning, critical thinking, and professional competence among undergraduate medical students. The present study was conducted to assess self-directed learning abilities among medical undergraduates at a Government Medical College in Nagpur.
Methods: A cross-sectional study was conducted among second professional undergraduate medical students of Government Medical College, Nagpur from October to December 2025. A universal sampling technique was adopted, and participation was voluntary. Data were collected using the pre-validated self-directed learning instrument (SDLI) developed by Shen et al consisting of 20 items across four domains: learning motivation, planning and implementation, self-monitoring, and interpersonal communication. participants’ responses were obtained using a 5-point Likert scale. Data were analyzed using descriptive statistics in Jamovi software version 2.6.44.
Results: Out of 250 students approached, 174 completed the questionnaire, yielding a response rate of 69.6%. The overall SDL score was 72.1%, indicating a moderate level of self-directed learning ability among the participants. Among the four domains, the highest percentage score was observed in learning motivation (75.7%), followed by interpersonal communication (72.4%), self-monitoring (71.4%), and planning and implementation (68.6%).
Conclusions: The study demonstrated that medical undergraduates possessed moderate level of self-directed learning abilities, with strong learning motivation but comparatively lower scores in planning and implementation.
Background: Self-directed learning (SDL) is a fundamental component of competency-based medical education (CBME), enabling students to develop lifelong learning skills, critical thinking, and professional autonomy. Successful implementation of SDL depends largely on learners' readiness to engage in independent learning. This study aimed to assess self-directed learning readiness among first-year MBBS students using the Self-Rating Scale for Self-Directed Learning (SRSSDL).
Materials and Methods: A descriptive cross-sectional study was conducted among 103 first-year MBBS students at a rural medical college in Bengaluru, Karnataka, India, over a three-month period. Universal sampling was employed. Data were collected using the validated 60-item SRSSDL questionnaire, which evaluates five domains: awareness, learning strategies, learning activities, evaluation, and interpersonal skills. Descriptive statistics were expressed as mean, standard deviation, median, interquartile range, frequencies, and percentages. The association between gender and SDL readiness was assessed using the Chi-square test, with statistical significance set at p < 0.05.
Results: The mean overall SRSSDL score was 231.2 ± 21.8, indicating high readiness for self-directed learning. Overall, 76 (73.8%) students demonstrated high SDL readiness, while 27 (26.2%) exhibited moderate readiness; none had low readiness. Female students had a marginally higher mean SRSSDL score than male students (231.9 ± 21.7 vs. 230.4 ± 22.1), although the association between gender and SDL readiness was not statistically significant (p = 0.47). Among the five domains, interpersonal skills demonstrated the highest mean score (47.0 ± 5.6), whereas evaluation recorded the lowest (45.6 ± 5.9).
Conclusion: First-year MBBS students demonstrated predominantly high readiness for self-directed learning, supporting the implementation of CBME. Targeted educational interventions focusing on reflective practice and self-evaluation may further strengthen SDL competencies and promote lifelong learning among future medical professionals.
Key words: Education, Medical, Undergraduate; Self-Directed Learning; Students, Medical; Competency-Based Education; Educational Measurement; Learning.
Ashok J, R. Dhar, Ramya Mp· International Journal of Hea...· 0 citations
Jigsaw-based self-directed learning is more effective than conventional SDL and interactive lectures in undergraduate physiology teaching, particularly for integrative topics.
Satabdi Saha, Debasish Chakraborty· Nigerian Medical Journal· 0 citations
The study found moderate reliability in the knowledge domain but poor to no reliability in the attitude and psychomotor domains, with self and peer assessments tending to overestimate performance.
S. Kandasamy, Thilakavathi Kothandan, Shivkumar Gopalakrishnan et al.· Research and Development in...· 0 citations
BACKGROUND
Problem-based learning (PBL) is a student-centered innovative instructional approach in which students define their learning objectives using triggers from predefined problems in case scenarios. The PBL approach in medicine emphasizes real-world problem-solving and develops students' capacity for clinical reasoning. It also contributes to the development of interpersonal and communication skills, promotes self-directed learning (SDL), improves the motivation and enthusiasm of students for their profession and maintains professional ethics and behavior. This study aims to explore the perceptions of undergraduate medical students in a medical college in Nepal toward the PBL tutorial incorporated into the curriculum of Kathmandu University (KU).
METHODS
A mixed-methods cross-sectional study was conducted at the Nepal Manipal College of Medical Sciences, Pokhara, Nepal. Qualitative data were gathered through face-to-face semi structured interviews with 12 preclinical undergraduate medical students (six from first and six from second year) selected via convenience sampling. Quantitative data were collected through an online survey of 200 first- and second-year students. Thematic analysis was used for qualitative data whereas Statistical Package for Social Sciences (SPSS) version 20 for quantitative data.
RESULTS
Three themes were identified via thematic analysis: effective learning, the role of tutors, and learning resources. There were 120 students who responded to the online survey with a response rate of 60%. Male students comprised 53.3% of the respondents. Most students agreed that PBL sessions enhanced collaborative learning (n=93, 77.5%) and decision-making skills (n=80, 66.7%).
CONCLUSIONS
Students reported that PBL enhanced their clinical reasoning skills, interpersonal communication skills, decision-making skills and promoted SDL. The findings also highlighted the need for updated case scenarios and proper tutor training, which are essential for successful PBL sessions.
Sushma Thapa, A. Atreya, R. Rajbanshi et al.· Journal of Nepal Health Rese...· 0 citations
Background: Competency-based medical education focuses on the active learning interventions that improve communication, critical thinking, and the engagement of the learner. In undergraduate medical education, SGD and LGD are common interactive methods of teaching; even so, little evidence has been found about the perceptions of students regarding their efficacy in the framework of Indian CBME. To assess students’ perceptions regarding the content, delivery, and effectiveness of SGD and LGD, to evaluate their perceived impact on communication and analytical skills, and to identify areas for improvement.
Methods: The study was a cross-sectional feedback study carried out among undergraduate MBBS students (Batch 2021) in the Department of Community Medicine in a tertiary care medical college in Gajra Raja Medical College Gwalior (M.P). A pre-established, pre-tested feedback questionnaire will be administered after SGD and LGD sessions that will take place in July 2024. The descriptive statistics was used to analyze data of 162 complete responses and reported in terms of frequencies and percentages.
Results: Most of the respondents felt that the group meetings were suitable, informative, and interesting. The majority of students indicated that they had developed better skills in walking into groups, relating with peers, building relationships, and critical thinking.
Conclusion: Small and large group discussions were considered as good active learning competencies that increased cognitive and interpersonal abilities of undergraduate medical students.
Shiwani Lilhore, Tinku Verma, M. Chouksey· International Journal of Res...· 0 citations
There is a need for better scaffolding, intentional communication skills intervention, and gender-sensitive approaches in PBL, as no significant changes in self-reported critical thinking or perceived competence in interpersonal communication are found.
B. A. Abugri, Patience K Gaa, S. E. Kpebu et al.· Teaching and learning in med...· 0 citations
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