Changes in Self‐Directed Learning Readiness in Dental Students: A Mixed‐Methods Study. Issue 6 (1st June 2014)

• Record Type: Journal Article
• Authors: Premkumar, Kalyani; Pahwa, Punam; Banerjee, Ankona; Baptiste, Kellen; Bhatt, Hitesh; Lim, Hyun J.
• Is Part Of: Journal of dental education. Volume 78:Issue 6(2014)
• Page Start: 934
• Page End: 943
• Publication Date: 2014-06-01
• Subjects: dental students -- dental education -- educational measurement -- self‐directed learning; Dentistry -- Study and teaching -- Periodicals; Dentistry -- Study and teaching; Education, Dental; Dentisterie -- Étude et enseignement -- Périodiques; Tandheelkunde; Onderwijs; Periodicals; Periodical; Electronic journals; 617.6007
• DOI: 10.1002/j.0022-0337.2014.78.6.tb05748.x
• Languages: English
• ISSNs: 0022-0337

Abstract

Abstract : The purpose of this study was to identify changes in dental students' self‐directed learning (SDL) readiness during their education. Guglielmino's SDL readiness scale (SDLRS) was completed at admission by dental students at the University of Saskatchewan and at the end of each year of training. The response rates varied from year to year. Between twenty‐seven and thirty students completed the questionnaire each year at admission (93–100 percent of the entering class). The numbers of participants were lower in succeeding years: numbers used for analysis ranged from eleven to twenty‐six; years in which fewer than eleven students participated were not included in the analysis. At admission, the students' mean SDLRS score was 228.98 (on a scale from 58 to 290, with 290 the highest); this score was higher than that of the average adult population (214±25.59). There was no significant effect of years of predental education, prior unsuccessful applications to dental school, interview scores, age, or admission test scores. There was a significant drop in SDLRS scores at the end of the first year for most of the cohorts (p<0.001). In addition to the questionnaire part of the study, two instructors and five first‐ and second‐year students participated in focus groups. Those results showed that the individuals defined SDL narrowly and had similar perceptions of curricular factors that affect SDL readiness. The drop in scores one year after admission and lack of change with increased training suggests that current educational interventions may require re‐examination and alteration to those that promote self‐direction.