OBJECTIVE: To assess the relationship between readiness for self-directed learning, academic performance on self-directed learning activities, and resources used to prepare for an abilities laboratory course. METHODS: The Self-directed Learning Readiness Scale (SDLRS) was administered to first-year (P1) doctor of pharmacy (PharmD) candidates at the University of Maryland. Additional data collected included final course grades, quiz scores, resources used to prepare for laboratory activities, and demographics. RESULTS: The mean SDLRS score was 148.6 ± 13.8. Sixty-eight students (44%) scored > 150, indicating a high readiness for self-directed learning. These students were more likely to complete assignments before the laboratory, meet in study groups, and report postgraduation plans to enter noncommunity pharmacy. No significant association was found between academic performance and the SDLRS. CONCLUSIONS: Readiness for self-directed learning is associated with self-directed learning habits, but may not be necessary for learning foundational knowledge, provided students are given specific instructions on what to study. Whether high readiness for self-directed learning is necessary for more complex learning or for self-identification of learning needs is unknown.
OBJECTIVE: To assess the relationship between readiness for self-directed learning, academic performance on self-directed learning activities, and resources used to prepare for an abilities laboratory course. METHODS: The Self-directed Learning Readiness Scale (SDLRS) was administered to first-year (P1) doctor of pharmacy (PharmD) candidates at the University of Maryland. Additional data collected included final course grades, quiz scores, resources used to prepare for laboratory activities, and demographics. RESULTS: The mean SDLRS score was 148.6 ± 13.8. Sixty-eight students (44%) scored > 150, indicating a high readiness for self-directed learning. These students were more likely to complete assignments before the laboratory, meet in study groups, and report postgraduation plans to enter noncommunity pharmacy. No significant association was found between academic performance and the SDLRS. CONCLUSIONS: Readiness for self-directed learning is associated with self-directed learning habits, but may not be necessary for learning foundational knowledge, provided students are given specific instructions on what to study. Whether high readiness for self-directed learning is necessary for more complex learning or for self-identification of learning needs is unknown.
Authors: Donna Huynh; Stuart T Haines; Cecilia M Plaza; Deborah A Sturpe; Greg Williams; Magaly A Rodriguez de Bittner; David S Roffman Journal: Am J Pharm Educ Date: 2009-07-10 Impact factor: 2.047
Authors: Archana Prabu Kumar; Abirami Omprakash; Prabu Kumar Chokkalingam Mani; Narasimman Swaminathan; K Maheshkumar; K N Maruthy; B W C Sathiyasekaran; P V Vijayaraghavan; R Padmavathi Journal: BMC Med Educ Date: 2021-12-11 Impact factor: 2.463
Authors: Mohd Shahezwan Abd Wahab; Wan Nur Syamimi Wan Ismail; Aida Azlina Ali; Norkasihan Ibrahim; Noordin Othman; Nurul Aqmar Mohd Nor Hazalin; Khang Wen Goh; Long Chiau Ming Journal: Int J Environ Res Public Health Date: 2022-09-01 Impact factor: 4.614