Readiness for self-directed learning: validation of a new scale with medical students.
BACKGROUND
Students in higher education are expected to make decisions about the depth and breadth of their study, and so self-direct their learning. Students vary in their willingness or readiness to engage in self-directed learning (SDL).


OBJECTIVE
This study examines the factorial validity of a new instrument, the Self-Directed Learning Readiness Scale (SDLRS) to measure readiness for SDL in medical students.


METHODS
Exploratory factor analysis was conducted to determine the factor structure of the SDLRS for a sample of 232 first-year students in a hybrid problem-based learning (PBL) medical programme.


RESULTS
Estimates of internal consistency (Cronbach's alpha) were obtained for extracted factors that were compared with the three-factor structure obtained in a previous study of nursing students. Four factors 'Critical self-evaluation', 'Learning self-efficacy', 'Self-determination' and 'Effective organization for learning' all showed suitable levels of reliability.


CONCLUSIONS
A revised 38 item SDLRS is a valid measure of medical students' readiness to direct their own learning in a hybrid PBL programme.
Hendry
Graham D
GD
University of Sydney, Australia. grahamh@gmp.usyd.edu.au
Ginns
Paul
P
D004521:Educational Measurement; D006801:Humans; D007858:Learning; D026684:Personal Autonomy; D018794:Problem-Based Learning; D015203:Reproducibility of Results; D020377:Self Efficacy; D013337:Students, Medical; D011795:Surveys and Questionnaires