The validity of the self-directed learning readiness instrument with the academic achievement among the Saudi medical students

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dc.contributor.authorAbdulghani, HMen_US
dc.contributor.authorAlmndeel, Nen_US
dc.contributor.authorAlmutawa, Aen_US
dc.contributor.authorAldhahri, Ren_US
dc.contributor.authorAlzeheary, Men_US
dc.contributor.authorAhmad, Ten_US
dc.contributor.authorAlshahrani, Aen_US
dc.contributor.authorHamza, Aen_US
dc.contributor.authorKhamis, Nen_US
dc.date.accessioned2020-09-24T07:56:52Z
dc.date.available2020-09-24T07:56:52Z
dc.date.issued2020-01
dc.description.abstractBackground: Self-directed learning (SDL) is very crucial for continuous professional development for all health-care professionals. Objectives: This study aims to measure the SDL readiness of the first clinical year medical students and its relation with their academic achievement. In addition, to examine the reliability and validity of SDL rating scales. Materials and Methods: This is a quantitative cross-sectional study involving the 3rd year medical students at a Saudi medical school. The level of SDL readiness was measured by a validated Fisher’s scale which includes three subscales: Self-control (SC), self-management (SM), and desire for learning (DL), and student’s academic achievement by their grade point average (GPA). The data were collected through a self-administered questionnaire and were analyzed using the Statistical Package for the Social Sciences. Results: High SDL scores were found to have a positive relationship with students’ academic achievement. The overall mean score of Fisher’s scale was 156.73 ± 15.85. The mean score of SC was 61.2 ± 6.4 followed by the DL 48.4 ± 5.6 and SM skills 47.1 ± 6.6. Factor analysis revealed that all three-factor models and individual subscales have an average to poor fit. Conclusion: The study results showed that the high SDL readiness score is directly proportional to students’ academic achievement. The students were highly self-directed learners, but the study could not confirm that the current SDL model had a strong level of reliability and validity when tested with undergraduate level medical student’s achievement by the GPA. Although the study confirmed that our students are self-directed learners, their time management skills need to be improved.en_US
dc.identifier.affiliationsDepartment of Medical Education, College of Medicine, King Saud University, Riyadh, Saudi Arabia, 3Department of Medical Education, College of Medicine, Imam Muhammad Bin Saud University, Riyadh, Saudi Arabia, 2Department of Computer Science and Information Technology, NIMS University, Jaipur, Rajasthan, Indiaen_US
dc.identifier.affiliationsDepartments of Pathology and Medical Education, College of Medicine, Suez Canal University, Ismailia, Egypten_US
dc.identifier.citationAbdulghani HM, Almndeel N, Almutawa A, Aldhahri R, Alzeheary M, Ahmad T, Alshahrani A, Hamza A, Khamis N. The validity of the self-directed learning readiness instrument with the academic achievement among the Saudi medical students. International Journal of Medical Science and Public Health. 2020 Jan; 9(1): 44-50en_US
dc.identifier.issn2277-338X
dc.identifier.issn2320-4664
dc.identifier.placeIndiaen_US
dc.identifier.urihttps://imsear.searo.who.int/handle/123456789/205665
dc.languageenen_US
dc.publisherInternational Journal of Medical Science and Public Healthen_US
dc.relation.issuenumber1en_US
dc.relation.volume9en_US
dc.source.urihttps://dx.doi.org/10.5455/ijmsph.2020.0925030102019en_US
dc.subjectAcademic Performanceen_US
dc.subjectMedical Studentsen_US
dc.subjectSelf-Directed Learningen_US
dc.subjectSelf-Directed Learning Readiness Scaleen_US
dc.subjectUndergraduateen_US
dc.titleThe validity of the self-directed learning readiness instrument with the academic achievement among the Saudi medical studentsen_US
dc.typeJournal Articleen_US
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