Advan in Physiol Edu 2011 Abraham 393 5

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Exploring first-year undergraduate medical students'self-directed learning readiness to physiologyReem Rachel Abraham, Murray Fisher, Asha Kamath, T Ai!an "!!ati, #aidatul$abila and $i% $ur Ati%ah

Advan in Physiol Edu 35:393-395, 2011. doi:10.1152/advan.00011.2011

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Advances in Physiology Education is dedicated to the improvement of teaching and learning ph!siolog!, oth in specialiedcourses and in the roader contet of general iolog! education. +t is pulished four times a !ear in &arch, une, eptemer and

ecemer ! the #merican h!siological ociet!, 950 *oc'ville i'e, 4ethesda & 20)1"-3991. op!right 6 2011 ! the #merican h!siological ociet!. +7: 10"3-"0", 87: 1522-1229. isit our $esite at http://$$$.the-aps.org/.


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Adv Physiol Educ 35: 393395, 2011;doi:10.1152/advan.00011.2011. self-directed learning

readiness to ph!siolog!

Reem Rachel Abraham,*

Murray Fisher,+

Asha Kamath,

T Ai!an "!!ati,

#aidatul $abila,-

and $i% $ur Ati%ah-

1Department of Physiology, Melaka Manipal Medical College, Manipal Campus, Manipal University, Karnataka, India2!ydney "ursing !chool, #he University of !ydney, !ydney, "e$ !outh %ales, Australia and 3Department of Community

Medicine, Kastur&a Medical College, and"MelakaManipal Medical College, Manipal Campus, Manipal University,

Karnataka, India

umitted 29 #pril 2011; accepted in final form 2" ul! 2011

Abraham RR, Fisher M, Kamath A, "!!ati TA, $abila #,Ati%ah $$ 8ploring first-!ear undergraduate medical students>self-directed learning readiness to ph!siolog!. Adv Physiol Educ 35:393395, 2011; doi:10.1152/advan.00011.2011.?&edical studentsare epected to possess self-directed learning s'ills to pursue lifelonglearning. revious studies have reported that the readiness for self-directed learning depends on personal attriutes as $ell as the curric-

ulum follo$ed in institutions. &ela'a &anipal &edical ollege of&anipal Universit! @(arnata'a, +ndiaA offers a 4achelor of &edicineand 4achelor of urger! @&44A t$inning program that is of 5 !r induration. (eeping in mind the amount of time that the curriculum hasdevoted for self-directed learning, $e eplored the self-directed learn-ing readiness of first-!ear &44 students @n 130A using a self-directed learning readiness scale @B*A and eplored the correla-tion et$een B* scores of high achievers, medium achievers, andlo$ achievers $ith their academic performance in ph!siolog! eam-inations. tudents $ere reCuested to respond to each item of theB* on a Bi'ert scale. &edian scores of the three scales of theB* $ere compared across the three groups of students using a(rus'all-=allis test. B* scores of the students @n 130A $erecorrelated $ith their mar's in theor! papers of first, second, and thirdloc'-end eaminations using pearmann>s correlation coefficient.

%he mean item score for desire for learning $as found to e higherfollo$ed ! self-control and self-management. ata anal!ses sho$edsignificantl! high @P 0.03A median scores for self-control for highachievers compared $ith medium and lo$ achievers. 4et$een thegroups, high achievers had a higher score for all the three scales of theB* follo$ed ! lo$ and medium achievers. B* scores andacademic performance of the three groups of students $ere found toehiit a $ea' correlation. %his stud! thre$ light on the fact thatdespite having a high desire for learning and ailit! of self-control,students need to e supported in their self-management s'ills.

academic performance; self-management; self-control; desire forlearning

&8+#B %U87% are epected to possess self-directed learning@BA s'ills to pursue lifelong learning. B is $idel! eingused in medical as $ell as other healthcare professional coursesettings @A. +n the +ndian contet, avenues for B at theundergraduate level are minimal. and! @1A reported B asthe process of deciding $hat to learn to $hat depth and

readth. B readiness is defined as the degree the individualpossess attitudes, ailities, and personalit! characteristics nec-essar! for self-directed learning @11A. Dugleilmino>s @5A B

#ddress for reprint reCuests and other correspondence: *. *. #raham,ept. of h!siolog!, &ela'a &anipal &edical ollege @&anipal ampusA,+nternational entre for


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&enGelas'an ah$a 'omponen B* 'einginan untu' elaGar leih tinggi dianding'an 'ontrol diri dan

manaGemen diri, sedang'an untu' pengendalian diri leih tinggi dianding'an 'einginan untu' pemelaGaran

dan manaGemen diri . #ntara 'elompo' , erprestasi tinggi memili'i s'or !ang leih tinggi untu' semua tiga

s'ala dari B* dii'uti oleh erprestasi rendah dan menengah . ata analisis menunGu''an cu'up tinggi @

0.03 A 'or rata-rata untu' mengendali'an diri untu' erprestasi tinggi dianding'an dengan sedang dan

rendah erprestasi , seperti !ang ditunGu''an pada %ael 1 (ami mengamati ah$a median dan inter'uartil

rentang 'ontrol diri !ang leih tinggi untu' ers achiev- tinggi daripada !ang diamati untu' erprestasi sedang

dan rendah , seperti ditunGu''an pada Damar . 1 s'or &edian untu' 'einginan untu' elaGar @

0.0 A dan pengendalian diri @ 0.2 A secara statisti' tida' mendasar di antara 'eduan!a . B* s'or dan

prestasi a'ademi' dari tiga 'elompo' sis$a ditemu'an memili'i huungan !ang lemah .

4erdasar'an penelitian #rahham et al menunGu''an ah$a 'einginan

elaGar memperoleh s'or !ang leih tinggi dianding'an dengan control

dan manaGemen diri responden . ata anallisis menunGu'an ang'a !ang

cu'up tinggi dlam mengendali'an diri terhadap prestasi elaGar, sedang'an

pada 'einginan elaGar dan pengendalian diri responden terhadap prestasi

elaGar tida' menunGu'an ang'a !ang signifi'an. apat disimpul'an

ah$a s'or B* memili'i huungan !ang lemah terhadap prestasi

elaGar responden

Advan in Physiol Edu 2011 Abraham 393 5

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