Scholarlink

Background <p>Self-directed learning (SDL) is a fundamental skill in health professions education, enabling students to take ownership of their learning and adapt to evolving healthcare challenges. Understanding SDL readiness among students is crucial for optimizing curriculum design and enhancing lifelong learning competencies. This study aimed to explore SDL readiness among first-year medical and nursing students at the College of Medicine and Health Sciences, Arabian Gulf University (CMHS-AGU) in Bahrain.</p> Methods <p>A cross-sectional study was conducted among first-year medical and nursing students at the CMHS-AGU. Data were collected using an electronic questionnaire that included demographic information and Fisher et al.’s validated 40-item Self-Directed Learning Readiness Scale (SDLRS). The scale measured students’ readiness across self-management, desire for learning, and self-control. Descriptive statistics, independent t-tests, one-way ANOVA, and correlation analyses were conducted using IBM SPSS v.25. Effect sizes were reported as Cohen’s <i>d</i> for two-group comparisons and eta-squared (η²) for multi-group comparisons. A p-value &lt; 0.05 was considered statistically significant.</p> Results <p>A total of 410 students participated (Medicine: 202, Nursing: 208), yielding a response rate of 83.7%. The mean total SDLRS score was 151.96 (SD = 20.75), indicating overall high SDL readiness, though with notable subgroup variability. Nursing students had significantly higher SDLRS scores (159.78 ± 16.02) than medical students (143.90 ± 21.97) (<i>p</i> &lt; 0.001; Cohen’s <i>d</i> = 0.83, large effect). Female students demonstrated greater SDL readiness than males (155.26 ± 20.78 vs. 143.58 ± 18.21, <i>p</i> &lt; 0.001; Cohen’s <i>d</i> = 0.58, medium effect). Country of origin was also a significant differentiator (<i>p</i> &lt; 0.001; η² = 0.132), with Bahraini students scoring highest and Omani students lowest. Higher SDLRS scores were further associated with graduation from American or International Baccalaureate curricula (<i>p</i> &lt; 0.001; η² = 0.066), lack of reliance on private tutoring (<i>p</i> = 0.004), regular engagement in extracurricular activities (<i>p</i> = 0.001), and the frequent use of educational technology, including artificial intelligence (<i>p</i> &lt; 0.001).</p> Conclusion <p>First-year medical and nursing students generally demonstrated SDL readiness above the high threshold; however, this aggregate finding warrants cautious interpretation, and significant differences were observed based on academic program, gender, nationality, and prior educational experiences. Nursing students and female participants exhibited higher readiness, potentially reflecting early variations in learning orientation and professional socialization. The findings underscore the need for targeted interventions, particularly for medical students transitioning from highly structured curricula, to foster essential SDL competencies. Future research should utilize mixed-methods and learning analytics to examine the longitudinal development of these critical lifelong learning skills.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Readiness for self-directed learning among first-year medical and nursing students at the Arabian Gulf University in Bahrain

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年4月20日

查看全文
  • Hany Atwa,
  • Mohamed Hany Shehata,
  • Archana Prabu Kumar,
  • Reem Alansari,
  • Ahmed Al-Ansari,
  • Abdelhalim Deifalla

摘要

Background

Self-directed learning (SDL) is a fundamental skill in health professions education, enabling students to take ownership of their learning and adapt to evolving healthcare challenges. Understanding SDL readiness among students is crucial for optimizing curriculum design and enhancing lifelong learning competencies. This study aimed to explore SDL readiness among first-year medical and nursing students at the College of Medicine and Health Sciences, Arabian Gulf University (CMHS-AGU) in Bahrain.

Methods

A cross-sectional study was conducted among first-year medical and nursing students at the CMHS-AGU. Data were collected using an electronic questionnaire that included demographic information and Fisher et al.’s validated 40-item Self-Directed Learning Readiness Scale (SDLRS). The scale measured students’ readiness across self-management, desire for learning, and self-control. Descriptive statistics, independent t-tests, one-way ANOVA, and correlation analyses were conducted using IBM SPSS v.25. Effect sizes were reported as Cohen’s d for two-group comparisons and eta-squared (η²) for multi-group comparisons. A p-value < 0.05 was considered statistically significant.

Results

A total of 410 students participated (Medicine: 202, Nursing: 208), yielding a response rate of 83.7%. The mean total SDLRS score was 151.96 (SD = 20.75), indicating overall high SDL readiness, though with notable subgroup variability. Nursing students had significantly higher SDLRS scores (159.78 ± 16.02) than medical students (143.90 ± 21.97) (p < 0.001; Cohen’s d = 0.83, large effect). Female students demonstrated greater SDL readiness than males (155.26 ± 20.78 vs. 143.58 ± 18.21, p < 0.001; Cohen’s d = 0.58, medium effect). Country of origin was also a significant differentiator (p < 0.001; η² = 0.132), with Bahraini students scoring highest and Omani students lowest. Higher SDLRS scores were further associated with graduation from American or International Baccalaureate curricula (p < 0.001; η² = 0.066), lack of reliance on private tutoring (p = 0.004), regular engagement in extracurricular activities (p = 0.001), and the frequent use of educational technology, including artificial intelligence (p < 0.001).

Conclusion

First-year medical and nursing students generally demonstrated SDL readiness above the high threshold; however, this aggregate finding warrants cautious interpretation, and significant differences were observed based on academic program, gender, nationality, and prior educational experiences. Nursing students and female participants exhibited higher readiness, potentially reflecting early variations in learning orientation and professional socialization. The findings underscore the need for targeted interventions, particularly for medical students transitioning from highly structured curricula, to foster essential SDL competencies. Future research should utilize mixed-methods and learning analytics to examine the longitudinal development of these critical lifelong learning skills.