Strides in Development of Medical Education

Strides in Development of Medical Education

Current Issue

By Issue

By Author

By Subject

Author Index

Keyword Index

About Journal

Aims and Scope

Indexing and Abstracting

Journal Team

Editorial Policy

Peer Review Process

Publication Ethics

Journal Metrics

Self-Directed Learning Outcomes and Facilitators in Virtual Training of Graduate Students of Medical Education

Document Type : Original Article

Authors

1 Master Student of Medical Education, Management and Leadership in Medical Education Research Center, Kerman University of Medical Sciences, Kerman, Iran

2 Assistant Professor, Department of Medical Education, Virtual University of Medical Sciences, Tehran, Iran

3 Associate Professor of Biostatistics, Health Modeling Research Center, Faculty of Health, Kerman University of Medical Sciences, Kerman, Iran

4 Associate Professor, Nursing Research Center, Kerman University of Medical Sciences, Kerman, Iran

Abstract

Background: Although virtual training has been considered an educational emergency during the coronavirus crisis, it is still discussed in universities as a capacity. Student learning is the concern of all professors. Self-direction is an efficiency indicator in electronic learning (e-learning) widely used in effective educational systems.
Objectives: The present study aimed to determine self-directed learning outcomes and facilitators in virtual course students of medical education.
Methods: The statistical population of this descriptive-analytical cross-sectional study included the graduate of virtual medical education in the universities of medical sciences in Tehran, Iran, in the academic year 2019. The research instrument was the Persian version of the Self-Directed Learning Readiness Scale. Data analysis was performed using SPSS software (version 16), the indicators of descriptive statistics (e.g., mean, frequency, percentage, and standard deviation), linear regression, and Pearson correlation coefficient.
Results: Out of 201 individuals, 46 (22.9%) and 155 (77.1%) students were male and female, respectively. The mean age of the students was 39.93±8.25 years. The mean values of the scores of self-directed learning outcomes and facilitators were 71.8±9.4 (out of 95) and 70.4±10.6 (out of 125), respectively. There was a direct and significant relationship between self-directed learning outcomes and facilitators (P<0.001); accordingly, with the increase of the score of facilitators, the score of self-directed learning also increased. Additionally, the variables of outcomes and facilitators had significant relationships with academic achievement (P<0.001).
Conclusion: According to the study results, by increasing self-directed learning facilitators, the outcomes of this type of learning, especially students’ academic achievement, increased. Therefore, it is recommended to increase students’ participation and consolidate self-directed activities. Furthermore, by the application of technology and program appropriate to the subject of the course, professors in virtual training should strengthen and nurture students’ self-direction skills and guide them to do various assignments and activities related to their lesson objectives.

Keywords

References
  1. Shieh C-J, Yu L. A Study on Information Technology Integrated Guided Iscovery Instruction towards Students' Learning Achievement and Learning Retention. Eurasia Journal of Mathematics, Science & Technology Education. 2016;12(4):833-42.
  2. Nourian A, Nourian A, Ebnahmadi A, Akbarzadeh Bagheban A, Khoshnevisan MH. Comparison of E-learning and Traditional Classroom Instruction of Dental Public Health for Dental Students of Shahid Beheshti Dental School during 2010-2011. J Dent Sch. 2012;30(3):174-83. [In Persian]
  3. Allen IE, Seaman J. Going the distance: Online education in the United States, 2011. Sloan Consortium. Babson Park, Massachusetts: Babson Survey Research Group; 2011.
  4. Drachsler H, Hummel H, Van den Berg B, Eshuis J, Waterink W, NadolskiR, et al. Effects of the ISIS Recommender System for navigation support in self-organised Learning Networks. Journal of Educational Technology & Society. 2009;12(3):106-24.
  5. Beyrer GM. Online student success: Making a difference. Journal of Online Learning and Teaching. 2010;6(1):89-100.
  6. Hernández R, Rankin P. Higher education and second language learning: promoting self-directed learning in new technological and educational contexts. Bern: Peter Lang; 2015. doi:10.3726/978-3-0353-0685-9.
  7. Rashid T, Asghar HM. Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior. 2016;63:604-12. doi:10.1016/j.chb.2016.05.084.
  8. Morris TH. Adaptivity through self-directed learning to meet the challenges of our ever-changing world. Adult Learning. 2019;30(2):56-66. doi:10.1177/1045159518814486.
  9. Tao Y, Li L, Xu Q, Jiang A. Development of a nursing education program for improving Chinese undergraduates' self-directed learning: A mixed-method study. Nurse Educ Today. 2015 Nov;35(11):1119-24. doi: 10.1016/j.nedt.2015.05.016. [PMID: 26070480].
  10. Nasri NM, Mydin F. University students' view of self-directed learning in an online learning context. Advances in Social Sciences Research Journal. 2017;4(24):124-17. [In Persian]
  11. Kim RH. (dissertation). Self-directed learning management system: Enabling competency and self-efficacy in online learning environments. Claremont, US: The Claremont Graduate University; 2010.
  12. Spormann RC, Perez VC, Fasce HE, Ortega BJ, Bastias VN, Bustamante DC, et al. Factors associated with self-directed learning among medical students. Rev Med Chil. 2015 Mar;143(3):374-82. doi: 10.4067/S0034-98872015000300013. [PMID: 26005825].
  13. Noohi E, Jahantighi J, Torabi Parezi M, Ramezani A, Ramazani V. Evaluation of the Effect of Problem-based Teaching on Self-directed Learning Readiness of Dentistry Students at Kerman University of Medical Sciences. Journal of Zabol University of Medical Sciences and Health Services. 2015;6(4):34-41. [In Persian]
  14. McGrath D, Crowley L, Rao S, Toomey M, Hannigan A, Murphy L, et al. Outcomes of Irish graduate entry medical student engagement with self-directed learning of clinical skills. BMC Med Educ. 2015 Feb 19;15:21. doi: 10.1186/s12909-015-0301-x. [PMID: 25890332]. [PMCID: PMC4336507].
  15. De Waard I, Kukulska-Hulme A, Sharples M. Investigating self-directed learning dimensions: adapting the Bouchard Framework. Cham: Design for Teaching and Learning in a Networked World. Spain, Springer; 2015: 395-400. doi:10.1007/978-3-319-24258-3_30.
  16. Bail FT, Zhang S, Tachiyama GT. Effects of a self-regulatedlearning course on the academic performance and graduation rate of college students in an academic support program. Journal of college reading and learning. 2008;39(1):54-73. doi:10.1080/10790195.2008.10850312.
  17. Shen W-Q, Chen H-l, Hu Y. The validity and reliability of the self-directed learning instrument (SDLI) in mainland Chinese nursing students. BMC Med Educ. 2014 May 27;14:108. doi: 10.1186/1472-6920-14-108. [PMID: 24885557]. [PMCID: PMC4087248].
  18. Kohan N. Developing Conceptual Model of Self-directed Learning in Virtual Environment and Designing an Evaluation Tool. Tehran: Tehran University; 2017. [In Persian]
  19. Saeid N, Eslaminejad T. Relationship between student’s self-directed-learning readiness and academic self-efficacy and achievement motivation in students. International Education Studies. 2016;10(1):225-32. doi.org/10.5539/ies.v10n1p225.
  20. Cazan AM, Schiopca BA. Self-directed learning, personality traits and academic achievement. Procedia Soc Behav Sci. 2014; 127:640-4.
  21. Lounsbury JW, Levy JJ, Park S-H, Gibson LW, Smith R. An investigation of the construct validity of the personality trait of self-directed learning. Learn Individ Differ. 2009;19(4):411-8. doi:10.1016/j.lindif.2009.03.001.
  22. Keshavarz M, Rahimi M, Esmaeili Z. The Effect of e-Learning on the Academic Development of University Students. Journal of Torbat Heydariyeh University of Medical Sciences. 2013;1(2):13-21. [In persian]

 

  1. Abdullah J, Mohd-Isa WN, Samsudin MA. Virtual reality to improve group work skill and self-directed learning in problem-based learning narratives. Virtual Reality. 2019;23(4):461-71. doi:10.1007/s10055-019-00381-1.
  2. Hsu YC, Shiue YM. The effect of self-directed learning readiness on achievement comparing face-to-face and two-way distance learning instruction. International Journal of Instructional Media. 2005 Apr 1; 32(2):143.
  3. Malta S, Dimeo SB, Carey PD. Self-direction in learning: does it change over time?. J Allied Health. Summer 2010;39(2):e37-41. [PMID: 20539919].
  4. Fidalgo-Neto AA, Alberto AVP, Bonavita AGC, Bezerra RJS, Berçot FF, Lopes RM, et al. PHARMAVIRTUA: educational software for teaching and learning basic pharmacology. Adv Physiol Educ. 2014 Dec;38(4):368-71. doi: 10.1152/advan.00033.2014. [PMID: 25434022].
  5. Nadi MA. Medical and Dentistry Students' Perceptions of Self directed Learning and its Relationship with Personal Traits. Strides Dev Med Educ. 2012;8(2):173-81. [In Persian]
  6. 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 Dec;35(4):393-5. doi: 10.1152/advan.00011.2011. [PMID: 22139776].
  7. Litzinger TA, Wise JC, Lee SH. Self‐directed Learning Readiness Among Engineering Undergraduate Students. Journal of Engineering Education. 2005;94(2):215-21. doi:10.1002/j.2168-9830.2005.tb00842.x.
  8. Ahanchian MR, Assarroudi A. The relationship between decision-Making style and self-directed learning in anesthesiology students. Military Caring Sciences. 2015;2(1):24-32. [In Persian]. doi:10.18869/acadpub.mcs.2.1.24.

 

Strides in Development of Medical Education
Volume 18, Issue 1
December 2021
Pages 1-6
Files
Share
How to cite
Statistics