Comparison of readiness for self-directed learning in students experiencing two different curricula in one medical school

ABSTRACT

The study was done to compare the readiness for self-directed learning between students experiencing conventional curriculum and those experiencing integrated organ system based curriculum at the end three years of medical training. A Quasi-experimental Posttest only study was conducted among students of College of Medicine. Students of the last batch of the Conventional curriculum and the first batch of the new IOSBC participated in the study. Data was collected using the Self Directed Learning Readiness Scale/ learning preference assessment instrument [SDLRS-A/ LPA] ; an instrument with a reliability coefficient of 0.87. The study included 33 [49%] students from the new IOSB curriculum and 46 [58%] from the conventional curriculum; 28 [35%] males and 51 [65%] females. The overall mean from SDLRS score was 214 +/- 25.7 which is consistent with the mean scores reported for general adult learners. The mean SDLRS score was higher among the students in the conventional curriculum 216.9 +/- 28.6 and 37% had above average SDLRS-A/LPA scores when compared to those in IOSBC where the mean score was 211 +/- 21.09 and 27% had above average scores however this difference was not statistically significant. There was no significant difference in the scores of males and females. SDLRS scores were compared in students from different high school curricula and the Wilcoxon rank sum test showed that students from the American curriculum had significantly higher scores than those following other curricula. The overall SDLRS-A/ LPA score is similar to the mean scores reported for general adult learners and the study found no difference in the readiness for self directed learning between medical students experiencing conventional curriculum and those experiencing integrated organ system based curriculum