scholarly journals Penerapan Self-Directed Learning Melalui Sistem PBL Pada Mahasiswa Fakultas Kedokteran di Asia: Suatu Kajian Literatur

2017 ◽  
Vol 6 (3) ◽  
pp. 133
Author(s):  
Nur Meity ◽  
Titi Savitri Prihatiningsih ◽  
Efrayim Suryadi
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Human Resources Management ◽  
World Federation ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Medical Specialties ◽  
Life Long Learning ◽  
Directed Learning ◽  
The Right

Background: Medical student need to develop self-directed learning skills in order to promote life-long learning skill which important for medical professionality.  Rate of progression and innovation in science along with future medical world challenge incresingly strengthen self-directed learning and life-long learning as something that need to be noted.  The importance of SDL can be discerned   when American Board of Medical Specialties and World Federation for Medical Education put it as something that need to be evaluate in medical student during their time of study. The aims of this study is to gain explanation about self-directed learning implementation through PBL system and self-directed learning readiness in medical institutions in Asia.Method: This study is a literature review, that is a study been held by searching, collect, analyze and summarize a number of articles concerning  self-directed learning implementation through problem-based learning to medical students in Asia.Results: Self-directed learning readiness medical students in Asia is found inferior, especially in first year students. In addition, self-directed learning implementation for Asian context, found  that influence of lecturer exceedingly intense, where the right insight of self-directed learning will have an impact to succeed it implementation. Moreover, self-directed learning acquaintance have to be accompanied with accurate human resources management as well as support of facility and infrastructure, where the successfulness of self-directed learning implementation required entailment  and commitment of all party.

Some Creativity and Style of Learning and Thinking Correlates of Guglielmino's Self-Directed Learning Readiness Scale

1978 ◽  
Vol 43 (3_suppl) ◽  
pp. 1167-1171 ◽  
Author(s):  
E Paul Torrance ◽  
Salah Mourad
Keyword(s):  
Graduate Students ◽  
Construct Validity ◽  
Exploratory Study ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Test Product ◽  
Significant Relationships ◽  
Scale Scores ◽  
Directed Learning ◽  
The Right

In an exploratory study of the construct validity of Guglielmino's Self-directed Learning Readiness Scale, 41 graduate students in education were administered the following criterion measures: Sounds and Images (Originality), Thinking Creatively About the Future (Fluency and Originality), Schaefer's Simile Test (Originality), Templeton's Photoanalogies Test, Gershon and Guilford's Possible Jobs test, Khatena and Torrance's What Kind of Person Are You? and Something About Myself, and Torrance's Style of Learning and Thinking test, Product-moment coefficients of correlation between the total Self-directed Learning Readiness Scale scores and the criterion measures supported the construct validity of the Self-directed Learning Readiness Scale with statistically significant relationships for all three of the originality measures ( rs = .52, .38, and .52), the measure of ability to produce analogies ( r = .48), creative achievements and experiences ( r = .71), and the right and left hemisphere styles of learning ( rs = .43 and —.34, respectively).

scholarly journals FACEBOOK® GROUP USAGE TO SUPPORT FLIPPED-CLASSROOM LEARNING ON OCULAR TRAUMA

2020 ◽  
Vol 9 (1) ◽  
pp. 32
Author(s):  
Muhamad Reza Utama ◽  
Deny Yuliawan ◽  
Yoyo Suhoyo ◽  
Widyandana Doni
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Ocular Trauma ◽  
Cognitive Engagement ◽  
Traditional Learning ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Active User ◽  
Directed Learning

Background: Facebook has been acknowledged as an alternative media in supporting traditional learning activities. However, its potential in enhancing students’ cognitive engagement on flipped-classroom’ activities is still not much known. This study aims to measure undergraduate medical students’ cognitive engagement changes after joining an ocular trauma flipped-classroom’ Facebook group.Methods: This pre-experimental study was involving 45 third-year undergraduate medical students of Muhammadiyah Surabaya' University who were joining the ocular trauma flipped-classroom' Facebook group. Three cognitive engagement variables were measured before students were joining the group and after the flipped-classroom’ face to face session ended. Finally, metrics data of the group members’ activities, which had been collected using Facebook Insight, used to shown changes between the active and passive user.Results: All users’ (n = 45) cognitive engagement were rising significantly after join the Facebook group (motivation, p = 0,000; self-directed learning readiness, p = 0,000; knowledge towards ocular trauma topic, p = 0,000). Increase in average active user knowledge was 11.09 points higher than passive users. Self-efficacy aspect of the students’ learning motivation and self-management aspects of the students’ self-directed learning readiness were the most increased sub-components.Conclusion: Facebook group has the potential to improve students’ cognitive engagement on ocular trauma’ flipped classroom.  

Exploring first-year undergraduate medical students' self-directed learning readiness to physiology

2011 ◽  
Vol 35 (4) ◽  
pp. 393-395 ◽  
Author(s):  
Reem Rachel Abraham ◽  
Murray Fisher ◽  
Asha Kamath ◽  
T. Aizan Izzati ◽  
Saidatul Nabila ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Low Achievers ◽  
Self Control ◽  
High Achievers ◽  
Self Management ◽  
First Year ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning

Medical students are expected to possess self-directed learning skills to pursue lifelong learning. Previous studies have reported that the readiness for self-directed learning depends on personal attributes as well as the curriculum followed in institutions. Melaka Manipal Medical College of Manipal University (Karnataka, India) offers a Bachelor of Medicine and Bachelor of Surgery (MBBS) twinning program that is of 5 yr in duration. Keeping in mind the amount of time that the curriculum has devoted for self-directed learning, we explored the self-directed learning readiness of first-year MBBS students ( n = 130) using a self-directed learning readiness scale (SDLRS) and explored the correlation between SDLRS scores of high achievers, medium achievers, and low achievers with their academic performance in physiology examinations. Students were requested to respond to each item of the SDLRS on a Likert scale. Median scores of the three scales of the SDLRS were compared across the three groups of students using a Kruskall-Wallis test. SDLRS scores of the students ( n = 130) were correlated with their marks in theory papers of first, second, and third block-end examinations using Spearmann's correlation coefficient. The mean item score for desire for learning was found to be higher followed by self-control and self-management. Data analyses showed significantly high ( P < 0.03) median scores for self-control for high achievers compared with medium and low achievers. Between the groups, high achievers had a higher score for all the three scales of the SDLRS followed by low and medium achievers. SDLRS scores and academic performance of the three groups of students were found to exhibit a weak correlation. This study threw light on the fact that despite having a high desire for learning and ability of self-control, students need to be supported in their self-management skills.

scholarly journals Readiness for self-directed learning among undergraduate medical students of Andhra Medical College, Visakhapatnam

2017 ◽  
Vol 4 (8) ◽  
pp. 2836
Author(s):  
K. V. Phani Madhavi ◽  
B. Devi Madhavi
Keyword(s):  
Medical Students ◽  
Tertiary Care ◽  
The Self ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Learning Readiness ◽  
Medical College ◽  
Directed Learning ◽  
The Mean

Background: Self-directed learning (SDL) has been identified as an important skill for medical graduates. To meet the challenges in today's healthcare environment, self-directed learning is most essential. Readiness for SDL is the degree to which an individual possesses attitudes and abilities necessary for SDL. The present study was taken to assess the self-directed learning readiness (SDLR) among 4th semester medical students in a tertiary care teaching hospital. The objectives of the study were to assess the self-directed learning readiness among 4th semester undergraduate medical students of Andhra Medical College, Visakhapatnam using SDLR instrument; to find out the association if any between readiness for SDL and students’ demographic characteristics.Methods: A cross-sectional analytical study was conducted among 4th semester undergraduate medical students of Andhra Medical College, Visakhapatnam, Andhra Pradesh in the month of June 2016 to assess the self-directed learning readiness, using Fishers’40–item self-directed learning readiness scale (SDLRS) which contains 3 domains. The student’s response was collected in a 5‑point Likert scale. The readiness for SDL was categorized as high (>150 scores) and low (<150).Results: The mean SDLRS score was 145.17±18.181 with 105 (64%) students scoring <150 indicating low readiness. The mean sores in the 3 domains of self-management (SM), desire for learning (DL), self-control (SC) were 43.81±7.134, 45.88±6.916, and 55.26±8.296 respectively.Conclusions: Self-directed learning readiness appeared to be low among medical students. This study points out the need to address SDL skills among medical students, and need to find ways to build SDL skills among them. 

scholarly journals Assessment of reliability and adaptation of fisher's 52-item self-directed learning readiness scale among medical students in Southern India

2019 ◽  
Vol 6 (1) ◽  
pp. 7
Author(s):  
SitanshuSekhar Kar ◽  
Sujiv Akkilagunta ◽  
KC Premarajan ◽  
Subitha Lakshminarayanan ◽  
Archana Ramalingam ◽  
...  
Keyword(s):  
Medical Students ◽  
Southern India ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning

Perceptions of Saudi medical students regarding self-directed learning: A qualitative study

2021 ◽  
pp. 1-13
Author(s):  
Muhammad Imran ◽  
Sami Anwarfathi Kalantan ◽  
Mohammed Salim Alkorbi ◽  
Muhammad Shahid Shamim
Keyword(s):  
Medical Students ◽  
Qualitative Study ◽  
Time Management ◽  
Institutional Research ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Faculty Role ◽  
Life Long Learning ◽  
King Abdulaziz University ◽  
Directed Learning

Objective: To explore students’ perceptions regarding SDL as a learning method, their experience of using SDL and how it may play a role in their life-long learning. Methods: The exploratory study was conducted at Faculty of Medicine in Rabigh (FMR), King Abdulaziz University, Jeddah, Saudi Arabia, from January to February 2018, after the approval of institutional Research Ethics Committee. Four focus group discussions (FGD) with undergraduate medical students explored students’ perception about SDL. FGDs were audiotaped, transcribed, and analyzed thematically. Validation was done by member checking and external audit. Results: Five major themes were generated: understanding of SDL; views about SDL as a strategy; process of the strategy; effects of SDL; SDL and life-long learning. Subthemes which led to developing major themes, included self-study, personal efforts, and objectives & goals (theme1); good strategy, boredom with lectures, and need guidance (theme2); time management, outline of planning, and internet browsing (theme3); deep learning and curiosity (theme4); life-long learning and future progress (theme5). Conclusion: Our students have mixed perceptions regarding SDL. Most students perceive that SDL can affect their learning and future progress positively. However, they need support to effectively use this strategy. The faculty role is crucial in this regard. Keywords: Self-directed learning, qualitative study, grounded theory, Continuous...

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