scholarly journals Comparison of Students’ Characteristics, Self-Motivation, and Readiness of Self-Directed Learning Implementation among Medical Students at Maranatha Christian University

2017 ◽  
Vol 1 (5) ◽  
Author(s):  
Rimonta F Gunanegara ◽  
Mardiastuti H Wahid ◽  
Indah S Widyahening
Keyword(s):  
Medical Students ◽  
Learning Process ◽  
Group Discussion ◽  
First Year ◽  
Mixed Method Research ◽  
Self Directed Learning ◽  
Factors Affecting ◽  
Significant Difference ◽  
Directed Learning

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 medicalstudents 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 bydistributing self-motivation (MSLQ) and SDL questionnaire (SDLRS). A total sampling isapplied to select the respondents. Furthermore, focus group discussion (FGD) on students andtutors/preceptors is carried out. Informants are chosen by purposive sampling method. Thisresearch reveals that most of medical students have a good level of self-motivation but a lowlevel of SDL readiness. Nevertheless, the mean scores of SDL readiness in both groups showsno significant differences. The research also identifies four major factors affecting the SDLreadiness, namely the students’ characteristics, learning process, the role of tutors/preceptorsand supporting facilities for learning. There is no significant difference between SDL readinessof the first-year and clinical year of medical students. Unprepared students’ characteristics,sub-optimal learning process, unsupported role of tutors/preceptors and inadequate learningresources are found to be the mayor factors influencing SDL readiness.Keywords: self-directed learning readiness; self-motivation; problem-based learning

scholarly journals PENGUKURAN KEMAMPUAN BELAJAR MANDIRI PADA MAHASISWA PENDIDIKAN PROFESI DOKTER

2013 ◽  
Vol 16 (2) ◽  
pp. 492-510
Author(s):  
Eti Poncorini Pamungkasari ◽  
Ari Probandari
Keyword(s):  
Medical Students ◽  
Learning Process ◽  
Education Program ◽  
Professional Education ◽  
Learning Ability ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Clinical Department ◽  
Significant Difference ◽  
Directed Learning

Kemampuan belajar mandiri adalah otonomi pembelajar dalam me-ngontrol proses pembelajarannya. Kemampuan belajar mandiri bisa dikem-bangkan dalam proses pembelajaran. Penelitian terdahulu tentang pembel-ajaran pendidikan profesi dokter menyatakan masih adanya hambatan dalam kemampuan belajar mandiri mahasiswa. Tujuan penelitian ini adalah mengetahui perbedaan kemampuan belajar mandiri mahasiswa tahap pen-didikan profesi sebelum dan sesudah menjalani pembelajaran di suatu departemen klinik. Penelitian ini merupakan penelitian observasional de-ngan pendekatan comparative cross sectional. Subjek penelitian adalah maha-siswa pendidikan profesi dokter yang menjalani pendidikan profesi di satu bagian dengan masa pembelajaran 4 minggu, selama Agustus- September 2012, sejumlah 33 orang, dengan teknik purposif sampling. Lokasi peneli-tian di salah satu rumah sakit pendidikan di Surakarta. Instrumen yang digunakan merupakan alih bahasa dan modifikasi kuesioner yang dikem-bangkan oleh Fischer, King dan Tague tahun 2001. Analisis data dilakukan dengan uji-t. Hasil penelitian menunjukkan tidak ada perbedaan yang sig-nifikan secara statistik antara rerata kemampuan belajar mandiri mahasiswa sebelum (149,6) dan sesudah (151,9) menjalani pembelajaran tahap pendi-dikan profesi di satu bagian pendidikan profesi dokter (p=0,47). Ini berarti tidak ada perbedaan yang signifikan secara statistik antara kemampuan belajar mandiri mahasiswa sebelum dan sesudah menjalani pembelajaran tahap pendidikan profesi di satu departemen. Perlu penelitian lebih lanjut tentang alternatif intervensi yang perlu dilakukan untuk meningkatkan kemampuan belajar mandiri mahasiswa dalam pembelajaran profesi dokter. Kata kunci: kemampuan belajar mandiri, pendidikan profesi dokter, mahasiswa pendidikan profesi dokter______________________________________________________________MEASUREMENT ON SELF-STUDY PERFORMANCE OF MEDICAL EDUCATION PROFESSIONALS STUDENTAbstract The ability of self directed learning is learners’ autonomy to control their learning process. The ability to perform self-directed learning can be developed during the learning process. Previous studies showed potential barriers to perform self-directed learning among medical students. This study aimed to analyse difference of self-directed learning ability among medical students before and after undergoing professional education program in a certain clinical department.This study was an observational study with comparative cross-sectional approach. The subjects were medical students on the professional education program at a certain clinical department at a teaching hospital Surakarta city. Thirty-three students undergoing a 4-week program from August to September 2012, were selected by purposive sampling.  The instrument used from Fischer, King and Tague was further translated into Bahasa Indonesia and validated. Data was analysed using t-test. The study found no statistically significant difference on average self-directed learning ability before (149,6) and after (151,9) following the professional education program at a certain clinical department (p=0,47). More studies are needed particularly to investigate alternatives of interventions to increase self-directed learning ability in the professional phase of medical education.Keywords: self-directed learning, medical professional education, medical students  

scholarly journals Effect of self-directed learning process on multimedia competencies of educational technology students

2015 ◽  
Vol 7 (1) ◽  
pp. 22
Author(s):  
Mohsen  Bagheri ◽  
Mohammad Hashemi Gheshlaghi ◽  
Fatemeh Joshaghan Nezhad
Keyword(s):  
Educational Technology ◽  
Learning Process ◽  
Self Directed Learning ◽  
Paired Samples ◽  
Technology Students ◽  
Multimedia Production ◽  
Significant Difference ◽  
Post Test ◽  
Directed Learning ◽  
Multimedia Competencies

The current study aimed to investigate the effectiveness of the Self-directed Learning (SDL) process on multimedia competencies of educational technology students at Arak university in Iran. The sample of the study consisted of all educational technology students studying at Arak university. The sample included students who were selected for project courses in the  second semester of academic year 2014-2015. The quasi-experimental research, pre-test, post-test design was used for the study. Before the treatment, the pretest of multimedia competencies was employed, then students in the project course received education through the SDL process. The period lasted for 13 weeks, then the post-test was conducted. For data collection, the researchers prepared a questionnaire of multimedia competencies with three subscales (multimedia instructional design, multimedia production skills, and multimedia production tools). The validity of the questionnaire was confirmed by experts in the field of Educational Technology, and Cronbach's alpha coefficient was obtained as a reliability of 0.90. The data were analyzed with independent and paired-samples t-test. The results showed that there was a significant difference between students’ scores in pre-test and post-test; and there was no significant difference between male and female students’ scores on multimedia competencies.Keywords: educational technology, self-directed learning process, multimedia competencies

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 Penguatan Kompetensi Guru Matematika dalam Pengembangan Media Pembelajaran Animasi Berbasis Komputer

2017 ◽  
Vol 17 (1) ◽  
pp. 21
Author(s):  
Emy Siswanah
Keyword(s):  
Student Learning ◽  
Community Service ◽  
Learning Process ◽  
Learning Activity ◽  
Self Directed Learning ◽  
Abstract Problem ◽  
Math Teachers ◽  
Learning Mathematics ◽  
Directed Learning

The role of learning media, especially animation media, is very important in learning mathematics especially to explain abstract problem become concrete, motivate student, stimulate student learning activity, help effectiveness of learning process. Community service activities are aimed at making teachers able to create self-directed learning media. By making their own, the teacher can increase his insight and improve his creativity in creating animation media. In this training, teachers are trained to make animation media using powerpoint and flash. Subjects assisted in this devotional activity are math teachers in Semarang City. The math teachers showed great enthusiasm in training and felt the tangible benefits of community service. Teachers can create their own animated learning media, using either powerpoint or flash.

scholarly journals EVIDENCE BASED MEDICINE

2018 ◽  
Vol 25 (06) ◽  
pp. 896-902
Author(s):  
Faiza Samad ◽  
Zeba Saeed ◽  
Zainab Hasan ◽  
Muhammad Faisal Fahim
Keyword(s):  
Medical Students ◽  
Clinical Medicine ◽  
Likert Scale ◽  
First Year ◽  
Senior Faculty ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
First Year Students ◽  
Directed Learning ◽  
Based Medicine

Objectives: Evaluate perception and barriers of practice of Evidence basedMedicine of first and third year medical students of Jinnah Medical and Dental College Karachi.Study Design: Descriptive, cross sectional. Setting: Department of Medicine, Jinnah Medical andDental College Karachi. Period: Dec 2013 to Oct 2014. Subjects & Methods: Of 100 students,response rate was 71% in each year, first year males were n=20 (28.2%) females n=51 (71.8%)in third year males were n=17 (23. 9%) and females n=54 (76.1%). A student based medicineEBM curriculum was imparted to the first and third year medical students in each of 2 semestersof 18 and 16 weeks duration. A Questionnaire based on Likert scale comprising of 10 questionswas filled out at the end of the course of the first and third years during October 2014. Result:Response rate was 71%, on Likert scale 4 and 5 First year students interest in EBM Classeswas n=61(89.5%) as compared to n=36(50.8%) in third year students. Importance of stepsof EBM for practicing clinical medicine was appreciated by n=60(84.5%) of first year studentsversus 47(66.2 %) in third year students. EBM course helped in understanding importance ofarticles in practice of medicine articles in n=44(61.9%) of first year students as compared to39(54.9%) of third years. Barriers perceived were practice of EBM in the institution was lackingas reported by n=35(49.3%) of first year students and n=47(66.2%) in third year students, alonger duration of course was desired by n=41(57.8%) of first year students the respondentsagreed versus=35(49.3%) of third years, and the course was considered more theoretical thanpractical n=35(48.3. %)by first years and n=48(67.6%) by third year students, p values were notsignificant. Conclusion: More Pre-clinical as compared to clinical medical students recognizedEBM as an important component of undergraduate education. This positive attitude needs tobe nurtured for self-directed learning as is evident in their realization of articles being importantfor clinical practice. The declining interest is due to EBM not being an examination subject,lack of practice of EBM in the institution, and poor electronic resources and lack of vision of theinstitution to embed EBM in the curriculum in to sustain interest as students moved to higherlevels and will remain a barrier till senior faculty give way to innovations in the field of medicaleducation.

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