CLINICAL STAGE STUDENTS’ READINESS AND PERCEPTION TOWARDS SELF-DIRECTED LEARNING

https://doi.org/10.22146/jpki.44499

Syska Widyawati(1*), Setyawati Budiningsih(2), Anwar Jusuf(3)

(1) Masters Program in Medical Education, Faculty of Medicine, University of Indonesia Cipto Mangunkusumo National Central General Hospital, Jakarta, Indonesia
(2) University of Indonesia Cipto Mangunkusumo National Central General Hospital, Jakarta, Indonesia
(3) University of Indonesia Cipto Mangunkusumo National Central General Hospital, Jakarta, Indonesia
(*) Corresponding Author

Abstract


Background: Self-directed learning (SDL) as part of student-centered learning, has been applied in medical education curriculum in Indonesia since the Competency-Based Curriculum was introduced. Students’ perception towards SDL concept in relation to clinical stage and how it is applied are important to identify problems from students’ point of view. This study aimed to see SDL readiness and its correlation to academic achievement; and to obtain student perceptions towards SDL.

Methods: A cross-sectional quantitative study was conducted in the Faculty of Medicine Universitas Indonesia (FMUI) from April to June 2013, involving 209 of year 4 students to see SDL readiness and its correlation to academic achievement. Qualitative methods with phenomenological approaches were used to obtain student perceptions of SDL.

Results: 71.3% of students were in the category of ready for SDL with a mean score of 57.03 (SD 7.416). Among students’ characteristics, significant mean difference was found in type of education program. The international class group had a higher mean score than the regular group (p 0.014). SDLRS scores did not correlate with student academic grades. Students’ perceptions towards SDL were in accordance with known concepts, and students preferred SDL rather than teacher-centered learning in the clinical stage with suggestions of improvement in some areas.

Conclusion: Clinical stage students were ready to conduct SDL. International class students seemed more ready for SDL. Students at year 4 clinical stage had good perception of SDL. This positive perception would provide sufficient readiness for the implementation of SDL in medical education.


Keywords


clinical stage students, clinical stage medical education, self-directed learning

Full Text:

PDF


References

  1. Abdalla ME, Shorbagi S. Challenges faced by medical students during their first clerkship training: A cross-sectional study from a medical school in the Middle East. J Taibah Univ Med Sci. 2018; 13(4): 390–4.
  2. Benbassat J., Baumal R., Chan S., Nirel N. Sources of distress during medical training and clinical practice: suggestions for reducing their impact. Med Teach. 2011;33(6):486–490.
  3. Spencer J. Learning and teaching in the clinical environment. In: Cantilon P, Wood D. ABC of learning and teaching in medicine. 2nd ed. Singapore: Wiley- Blackwell; 2010: p.33-7.
  4. Konsil Kedokteran Indonesia. Standar Kompetensi Dokter Indonesia 2012 [Internet]. [Cited Oct 22nd 2012]. Available from: http://scele.ui.ac.id/file.php/44/SKDI_disahkan_pdf.
  5. Abraham RR, Fisher M, Kamath A, Izzati TA, Nabila S, Atikah NN. Exploring first-year undergraduate medical students self-directed learning readiness to physiology. Adv Physiol Educ. 2011; 35: 393-5.
  6. Fisher M, King J, Tague G. Development of a self-directed learning readiness scale for nursing education. Nurs Education Today. 2001; 21: 516- 25.
  7. Jouhari Z, Haghani F, Changiz T. Assessment of medical students’ learning and study strategies in self-regulated learning.
  8. Shokar GS, Shokar NK, Romero CM, Bulik RJ. Self-directed learning: Looking at outcomes with medical students. Fam Med. 2002; 34(3): 197-200.
  9. Widyawati S. Pembelajaran dan pengajaran pada modul klinik di FKUI. Makalah Seminar Program Magister Pendidikan Kedokteran FKUI 2012.
  10. Meity N, Prihatiningsih TS, Suryadi E. Penerapan self-directed learning melalui sistem PBL pada mahasiswa fakultas kedokteran di Asia: Suatu kajian literatur. Jurnal Pendidikan Kedokteran Indonesia. 2017; 6(3): 133-40.
  11. Leatemia LD, Susilo AP, Berkel HV. Self-directed learning readiness of Asian students: Students perspective on a hybrid problem based learning curriculum. Int J Med Educ. 2016; 7: 385-92
  12. Lestari E, Widjajakusumah D. Student's self-directed learning readiness, perception towards student-centered learning and predisposition towards student-centered behavior. South East Asian Journal of Medical Education. 2009; 3(2): 52-6.
  13. Felaza E, Wahid M, Jusuf A, Mustika R, Findyartini A, Soemantri D. Adult Learning Module Student Guidebook 2019-2020. Jakarta: Medical Education Unit Fakultas Kedokteran Universitas Indonesia; 2017
  14. Abela J. Adult learning theories and medical education: A review. Malta Medical Journal. 2009; 21(1): 11-8.
  15. Palis AG, Quiros PA. Adult learning principles and presentation pearls. Middle East Afr J Ophthalmol. 2014; 21(2): 114–22.
  16. Gyawali S, Jauhari AC, Shankar PR, Saha A, Ahmad M. Readiness for self directed learning among first semester students of a medical school in Nepal. Journal of Clinical and Diagnostic Research. 2011; 5(1): 20-3.
  17. Lounsburry JW, Levy JJ, Park SH, Gibson LW, Smith R. An investigation of the construct validity of the personality trait of self-directed learning. Learning and Individual Differences. 2009; 19: 411-8.
  18. Kidane HH, Roebertsen H, van der Vleuten CPM. Students’ perceptions towards self-directed learning in Ethiopian medical schools with new innovative curriculum: a mixed-method study. BMC Med Educ. 2020; 20: 7
  19. Khiat H. Academic performance and the practice of self-directed learning: The adult student perspective. Journal of Further and Higher Education. 2017; 41:1
  20. Barbosa J, Silva A, Ferreira MA, Severo M. Transition from secondary school to medical school: The role of self-study and self-regulated learning skills in freshman burnout. Acta Med Port. 2016; 29(12): 803-8.
  21. Mafinejad MK, Aghili R, Emami Z, Malek M, Baradaran H, Taghavinia M, et al. Study guides: Effective tools to improve self-directed learning skills of medical students. Acta Med Iran. 2014; 52(10): 781-5.
  22. Wynter L, Burgess A, Kalman E, Heron JE, Bleasel J. Medical students: What educational resources are they using? BMC Med Educ. 2019; 19(1): 36.
  23. Annamalai N, Manivel R, Palanisamy R. Small group discussion: Students perspectives. Int J Appl Basic Med Res. 2015; 5(Suppl 1): S18–S20.
  24. Kohan N, Arabshahi KS, Mojtahedzadeh R, Abbaszadeh A, Rakhshani T, Emami A. Self- directed learning barriers in a virtual environment: A qualitative study. J Adv Med Educ Prof. 2017; 5(3): 116–23.
  25. Maphalala MC, Mkhasibe RG, Mncube DW. Online learning as a catalyst for self directed learning in universities during the COVID-19 pandemic. Research in Social Sciences and Technology. 2021; 6(2): 233-48.
  26. Cho MK, Kim MY. Factors Influencing SDL readiness and self-esteem in a clinical adult nursing practicum after flipped learning education: comparison of the contact and untact models. Int J Environ Res Public Health. 2021; 18(4): 1521.



DOI: https://doi.org/10.22146/jpki.44499

Article Metrics

Abstract views : 1699 | views : 1723

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Syska Widyawati, Setyawati Budiningsih, Anwar Jusuf

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by:

  

 JPKI Stats