Volume 17, Issue 4 (2026)
Res Med Edu 2026, 17(4): 29-37 |
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Basirat M, Dabaghchian P, Tabari-Khomeiran R. Status of Self-Direct Learning among Dentistry Students of Guilan University of Medical Sciences: A Cross-Sectional Study. Res Med Edu 2026; 17 (4) :29-37
URL: http://rme.gums.ac.ir/article-1-1500-en.html
URL: http://rme.gums.ac.ir/article-1-1500-en.html
Department of Medical Surgical Nursing, School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran , rasooltabari@gmail.com
Abstract: (354 Views)
Introduction: Self-directed learning is a contiuous and meaningful process in learning that was demonstrated by individual behaviour and learner consciously accept responsibility for her/his decisions. The increasing production of information and technological advancements have caused the lifespan of medical knowledge to be short. The future world does not need illiterate or uneducated people to do repetitive tasks so, The need for self-directed learning and metacognitive strategies in medical students is essential. The present study was conducted to determine the status of self-directed learning in dental students of Guilan, Iran.
Methods: This cross-sectional and descriptive study was conducted using the full-scale census method on 147 dental students after the basic sciences course at the International Campus of Guilan University of Medical Sciences. Data were collected using the Persian version of the Fisher Self-Learning Questionnaire. After collection, data were analyzed using the Chi-square, Mann-Whitney U, Independent t-test, Spearman and Pearson correlation coefficien. P-values of <0.05 were considered statistically significant.
Results: The mean age of the participants in this study was 25.5±3.7 years. The mean scores of self-control, self-management, willingness to learn, and self-directedness were 59.9±5.88 (out of 75), 43.1±5.01 (out of 60), 48.9±5.87 (out of 65), and 151±14.07 (out of 200), respectively. Moreover, there was no statistically significant relationship between any of the variables (i.e., age, gender, basic science scores, and diploma score) and the self-directed learning score, as well as the score of any of the areas of self-control, self-management, and willingness to learn (P>0.05).
Conclusion: In this study, about 33% of dental students had a good level of self-direction, and the rest were at an average level, and only 16% of them were in the good self-control group. Given the importance of these concepts in learning process, instructional designers in universities need to organize necessary programms to strentghen self-directed learning of students.
Methods: This cross-sectional and descriptive study was conducted using the full-scale census method on 147 dental students after the basic sciences course at the International Campus of Guilan University of Medical Sciences. Data were collected using the Persian version of the Fisher Self-Learning Questionnaire. After collection, data were analyzed using the Chi-square, Mann-Whitney U, Independent t-test, Spearman and Pearson correlation coefficien. P-values of <0.05 were considered statistically significant.
Results: The mean age of the participants in this study was 25.5±3.7 years. The mean scores of self-control, self-management, willingness to learn, and self-directedness were 59.9±5.88 (out of 75), 43.1±5.01 (out of 60), 48.9±5.87 (out of 65), and 151±14.07 (out of 200), respectively. Moreover, there was no statistically significant relationship between any of the variables (i.e., age, gender, basic science scores, and diploma score) and the self-directed learning score, as well as the score of any of the areas of self-control, self-management, and willingness to learn (P>0.05).
Conclusion: In this study, about 33% of dental students had a good level of self-direction, and the rest were at an average level, and only 16% of them were in the good self-control group. Given the importance of these concepts in learning process, instructional designers in universities need to organize necessary programms to strentghen self-directed learning of students.
Type of Study: Research |
Subject:
Teaching Method
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