Link between self-directed learning readiness and academic performance of medical students

Self-directed learning is a potential methodology recommended in medical education to promote life-long learning. To promote self-directed learning skills and to make students life-long learners, self-directed learning sessions were conducted at Melaka Manipal Medical College (Manipal Campus), Manipal University, India. Students´ knowledge in the topics was assessed in three formative assessments conducted during the course. This study was conducted to explore whether there is any change in students´ readiness for self-directed learning as they experience the curriculum, and also to find out whether the change is reflected in students´ academic performance in topics learnt through self-directed learning. To assess the change in self-directed learning readiness, self-directed learning readiness scale was administered to the students at the commencement and at the end of first year of the MBBS course. Students´ scores in all three formative assessments were also collected. There was a statistically significant increase in self-directed learning readiness of students at the end of year compared to the commencement. Students´ scores significantly increased in second and third when compared to first formative assessment. A weak positive correlation between the assessment scores was observed. The study demonstrated that students´ readiness for self-directed learning was increased as they experienced the curriculum which was reflected in their academic performance.