Exploring Students’ Self-Directed Learning in Problem-Based Learning

Introduction: The present study examined the extent to which problem-based learning (PBL) as a learning context indirectly influences the attributes of self-directed learning process (SDL) indicated in Candy’s four dimensional model of SDL. The model has four components related to SDL; personal autonomy (PA), self-management in learning (SML), independent pursuit of learning (IPL), and the learner control of instruction (LI). The study also investigated aspects of PBL that supports the development of SDL in medical students. Method: Undergraduate medical students at Melaka Manipal Medical College (MMMC), Manipal Campus, Manipal University, India were requested to respond to a questionnaire focusing on Candy’s model of SDL, on a 4 point Likert scale (4 = Strongly agree, 3 = Agree, 2 = Disagree, 1 = Strongly disagree). For the first four items, they were requested to indicate the reasons for the scores they have given. Additionally, students were also requested to mention two or three attributes of PBL that supported SDL, in the same questionnaire. Results: Among the domains, the mean score was found to be highest for personal autonomy, followed by selfmanagement of learning, learner control of instruction and independent pursuit of learning. Three items belonging to the domains, self-management of learning and personal autonomy (spend more time [3.18], more effort in learning [3.19], take more responsibility in learning PBL topics [3.12]) had the highest mean scores compared to other items. All items had a mean score more than 2.5, except two items. Students also indicated that in PBL, as learning is triggered by a case, and as it helped in linking concepts, it motivated learning. Conclusion: This study provided baseline data regarding the level of SDL in PBL, of undergraduate medical students. The reported level of SDL in PBL as indicated by attributes associated with all four domains of SDL seem to be quite satisfactory.