Introduction of SDL in Department of Anatomy: Evaluation of Learning and SDL Readiness

Background: Self-directed learning (SDL) is a process in which individuals assume the responsibility of identifying their learning needs, setting goals, locating sources, developing and implementing proper strategies, and evaluating the outcomes of learning both individually and collectively. The advantages of SDL include, but not limited to, gaining more autonomy in learning, having higher motivation for it, acquiring lifelong learning skills, and developing greater self-control, self-confidence, and self-management. SDL has become popular in medical curricula and has been advocated as an effective learning strategy for medical students to develop competence in knowledge acquisition. Aim and Objectives: To introduce self directed learning in the Department of Anatomy, to encourage faculty members to accept SDL as a Teaching Learning method and encouraging students to develop an attitude of self directed learning & to become lifelong learners. Methodology: After proper sensitization of the faculty & students regarding SDL, two sessions were conducted during the Anatomy Dissection Hall timings of the First Year students. The performance of the students, in the SDL topics was assessed using the MCQ & SAQ tests. Feedback regarding the SDL methodology was taken both from the students as well as the faculty. Also the Questionnaires were given to students applying Fischer’s Self Directed Learning Readiness Scale (SDLRS) & Jefferson Scale of Life Long learning –Health Profession Version (JeffSLL-HSP) & the results were statistically analyzed. Results: A total of 126 MBBS students of the first semester participated in SDL session and most students scored more than mean score in the tests after SDL sessions, there was a fourfold increase in the number of students scoring more than 80% in the two SDL tests. Also participating students showed high readiness towards SDL and were oriented to become Life Long Learners. Conclusions: SDL can be effectively implemented in the Department of Anatomy and it motivates students to become life long learners.

Application of micro class combined with modular teaching in experimental teaching of internal medicine and basic nursing / 中华医学教育探索杂志

Objective:To explore the effects of micro class combined with modular teaching on experimental teaching of internal medicine and basic nursing.Methods:Four classes of nursing students of Batch 2016 were selected as the research objects by drawing lots, and 148 nursing undergraduates were randomly divided into two groups. The combined teaching group adopted micro class combined with modular teaching, and the modular teaching group adopted modular teaching method. The examination scores, SDLRS (self-directed learning readiness scale for nursing education) scores, medical education environment and teaching satisfaction of the two groups were compared. SPSS 22.0 was conducted for chi-square test and t test. Results:The scores of internal medicine nursing, basic nursing and operation skills in the combined teaching group were significantly higher than those in the traditional teaching group ( P<0.05); at the end of the semester, the scores of self-management, love of learning, self-control and SDLRS total score of the combined teaching group were higher than those of the modular teaching group ( P<0.05); the scores of learning perception, teacher perception, environment perception and total score of the combined teaching group were higher than those of the modular teaching group ( P<0.05); the teaching satisfactions with improving learning interest, learning efficiency, learning initiative and mastering key contents better in the combined teaching group were higher than those in the modular teaching group ( P<0.05). Conclusion:The combination of micro class and modular teaching can improve the examination results and self-directed learning readiness of nursing students, improve the internal environment of medical education, and students' teaching satisfaction is high.

The validity of the self-directed learning readiness instrument with the academic achievement among the Saudi medical students

Background: Self-directed learning (SDL) is very crucial for continuous professional development for all health-care professionals. Objectives: This study aims to measure the SDL readiness of the first clinical year medical students and its relation with their academic achievement. In addition, to examine the reliability and validity of SDL rating scales. Materials and Methods: This is a quantitative cross-sectional study involving the 3rd year medical students at a Saudi medical school. The level of SDL readiness was measured by a validated Fisher’s scale which includes three subscales: Self-control (SC), self-management (SM), and desire for learning (DL), and student’s academic achievement by their grade point average (GPA). The data were collected through a self-administered questionnaire and were analyzed using the Statistical Package for the Social Sciences. Results: High SDL scores were found to have a positive relationship with students’ academic achievement. The overall mean score of Fisher’s scale was 156.73 ± 15.85. The mean score of SC was 61.2 ± 6.4 followed by the DL 48.4 ± 5.6 and SM skills 47.1 ± 6.6. Factor analysis revealed that all three-factor models and individual subscales have an average to poor fit. Conclusion: The study results showed that the high SDL readiness score is directly proportional to students’ academic achievement. The students were highly self-directed learners, but the study could not confirm that the current SDL model had a strong level of reliability and validity when tested with undergraduate level medical student’s achievement by the GPA. Although the study confirmed that our students are self-directed learners, their time management skills need to be improved.

The application of"flipped classroom" based on King's standard theory in internal medicine nurs-ing teaching / 中华医学教育探索杂志

Objective To investigate the effects of King's goal theory based flipped class teaching model on medical nursing teaching of upgraded full-time bachelors. Methods Upgraded full-time bachelors were divided into experimental and control group. The experimental group was intervened by King's goal theory based flipped class teaching model, while the control group adopted the traditional teaching model. A general condition questionnaire, SDLRS and CIRN were used to test the two groups. Results The scores of SDLRS and CIRN for experimental group were significantly higher than those of control group. Factors such as professional choice intention , group learning experience , self-directed learning experience and acceptance of teaching methods reform mainly affected self-directed learning readiness , while factors such as professional choice intention, character and self-directed learning experience mainly affected regis-tered nurses competency. Conclusions King's goal theory based flipped class teaching model helps to improve the self-directed learning readiness and registered nurses competency of upgraded full-time bachelors.

A Study on the Critical Thinking Disposition, Self-directed Learning Readiness and Professional Nursing Competency / 간호행정학회지

PURPOSE: A descriptive survey was used in this study to identify the relationship between nurses' critical thinking disposition, self-directed learning readiness and professional nursing competency and to examine factors that influence professional nursing competency. METHODS: The data were collected from 188 nurses and analyzed using t-test, ANOVA, Scheffe' test, Pearson correlation, and stepwise multiple regression analysis with the SPSS/WIN 20.0 PC program. RESULTS: Professional nursing competency was found to have significant pure correlations with critical thinking disposition (r=.59, p<.001), and self-directed learning readiness (r=.54, p<.001). The most influential factor influencing nurses' professional nursing competency was critical thinking disposition, followed by self-directed learning readiness (beta=.25, p=.003), work department (beta=.19, p=.001), total clinical career (beta=.19, p=.003), and position (beta=.12, p=.040), and these factors explained 43.8% of the variance in professional nursing competency. CONCLUSION: The findings indicate the necessity of developing and applying strategies and educational programs to enhance individual nurse's critical thinking disposition and self-directed learning readiness. Furthermore, exploration is needed on ways to enhance professional nursing competency.