ASSESSMENT OF SELF-DIRECTED LEARNING ABILITIES AMONG FIRST-YEAR UNDERGRADUATE MEDICAL STUDENTS USING THE SDLI TOOL: A CROSS-SECTIONAL STUDY IN GUNTUR, ANDHRA PRADESH, INDIA.

Abstract

Background

Self-Directed Learning (SDL) is a cornerstone of Competency-Based Medical Education (CBME), essential for fostering lifelong learning among future medical professionals. The National Medical Commission (NMC) mandates the integration of SDL in the undergraduate curriculum. However, limited studies in India have assessed SDL abilities using standardized tools.

 Objective

To assess the Self-Directed Learning abilities among first-year undergraduate medical students using the validated Self-Directed Learning Instrument (SDLI).

 Methods

A cross-sectional study was conducted among first-year MBBS students at Guntur Medical College, Andhra Pradesh. Data collection was conducted in December 2024. A total of 250 students were invited to participate, and 141 students completed the SDLI, yielding a response rate of 56.4%. The SDLI consists of 20 items categorized into four domains: Learning Motivation, Planning and Implementation, Self-Monitoring, and Interpersonal Communication. Each item was rated on a five-point Likert scale. Descriptive statistics were used to analyze the data, and domain-wise mean scores were calculated.

 Results

Among the 141 participants, 51.1% were male, and 48.9% were female, with a mean age of 18.5 ± 0.52 years. The highest mean domain score was observed in Learning Motivation (25.56/30), followed by Planning and Implementation (22.63/30), Self-Monitoring (15.67/20), and Interpersonal Communication (11.44/15). The overall mean SDLI score was 75.29 out of a maximum of 95, indicating a moderate to high level of self-directed learning ability among the cohort.

 Conclusion

The findings suggest that most first-year medical students possess a favorable level of self-directed learning ability, particularly in motivation and planning. However, relatively lower scores in interpersonal communication indicate a potential area for targeted educational interventions.

 Recommendations

The faculty should enhance SDL training by incorporating collaborative learning activities, mentorship programs, and workshops on communication skills. Emphasis on interpersonal communication can complement students’ motivation and planning abilities, fostering well-rounded, self-directed learners aligned with CBME goals.