Self-Directed Learning (SDL) is an important skill that must be achieved by medical students. The aim of this study is to identify the level of self-motivation and SDL readiness in the medical students as well as to identify factors affecting SDL. This is is a mixed method research, involving first-year and clinical year medical students. A quantitative research is conducted by distributing self-motivation (MSLQ) and SDL questionnaire (SDLRS). A total sampling is applied to select the respondents. Furthermore, focus group discussion (FGD) on students and tutors/preceptors is carried out. Informants are chosen by purposive sampling method. This research reveals that most of medical students have a good level of self-motivation but a low level of SDL readiness. Nevertheless, the mean scores of SDL readiness in both groups shows no significant differences. The research also identifies four major factors affecting the SDL readiness, namely the students' characteristics, learning process, the role of tutors/preceptors and supporting facilities for learning. There is no significant difference between SDL readiness of the first-year and clinical year of medical students. Unprepared students' characteristics, sub-optimal learning process, unsupported role of tutors/preceptors and inadequate learning resources are found to be the mayor factors influencing SDL readiness.
|Journal||Journal of Medicine and Health|
|Publication status||Published - 1 Feb 2017|
- self-directed learning readiness; self-motivation; problem-based learning