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  3. Investigating the level of self-directed learning readiness and the factors associated with it among the students of Gilan University of Medical Sciences in the academic year of 1992-1991

Investigating the level of self-directed learning readiness and the factors associated with it among the students of Gilan University of Medical Sciences in the academic year of 1992-1991

Number of pages: 125 File Format: word File Code: 31953
Year: Not Specified University Degree: Master's degree Category: Paramedical
Tags/Keywords: learning - Learning skills - Learning strategies - Medical education - Modern learning - Programmatic training - self learning
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  • Summary of Investigating the level of self-directed learning readiness and the factors associated with it among the students of Gilan University of Medical Sciences in the academic year of 1992-1991

    Dissertation

    To receive a master's degree in nursing education

    (internal orientation - surgery)

    Abstract

    Introduction: In the last few decades, the growth of lifelong learning skills as one of the primary goals of education Adulthood has been determined. On the other hand, with the expansion of academic fields and universities, self-leadership is considered as one of the requirements for success and satisfaction in professional fields. In the modern learning approach, learning activities are less structured and more self-directed. Self-leadership in learning is a process in which students get help from others in trying to identify their learning needs, for learning goals, and also identify material and human resources for learning, choosing and completing. Learning strategies are effective.

    The aim is to determine the level of self-directed learning readiness of medical students and associated factors according to individual and social characteristics.

    Materials and methods: In this descriptive-analytical study, research data were collected using the Gaglilmino self-directed learning questionnaire. This questionnaire has eight fields containing 58 The item is a five-point Likert scale. The validity and reliability of this scale has been confirmed in various studies. The research sample was 490 students of Gilan University of Medical Sciences in different fields of study. They were selected using the stratified random sampling method. The data obtained from this research were analyzed using SPSS software. 21 and descriptive and inferential statistical tests such as mean, standard deviation, Spearman correlation coefficient, multiple regression with mean level p<0.05 was analyzed.

    Results: The results showed that most of the studied units were average (42%) in terms of self-directed learning readiness.

    The regression results showed that the master's course (p=0.014), the amount of daily study hours Between 3 and 4 hours (p=0.006), the favorite teaching method is group discussion (p=0.018) and also people whose mother's education level was in the range of diploma or post-diploma (p=0.006) and cycle level (p=0.41), were among the predictors of self-directed readiness in learning. In order to improve the status of this skill in students, it is necessary to hold educational workshops and include the principles and basics in students' courses. Creating and strengthening self-learning in order to create attitudes, competencies and abilities formed in students in line with continuous learning will open the way for qualitative changes in higher education, especially in its vital part, which is medical education.

    Keywords : learning, students, medical education, program education

    Research field:
    A huge part of the knowledge that is taught in schools and universities today, after a while due to rapid social, political and technological changes, needs to be reviewed and changed. In addition, personal and professional successes to Increasingly, the future depends on continuous learning. In recent decades, due to the tremendous scientific changes, the wide spread of sciences and arts, and the need to improve and update people's knowledge and skills, the development of lifelong learning skills has been determined as one of the primary goals of adult education (1). (2).
    Now, in order to have an effective performance in the current society, we will need sufficient social capital and necessary skills related to the new conditions, one of which is self-directed learning skills (3). It has already been noticed. Self-directed learning deals with the creation of knowledge in specific areas and the ability to transfer conceptual knowledge in new situations (4). In this type of learning, it is expected that students reach a level of individual abilities that can identify their educational needs and try to solve them without being placed in a special education system. Finally, self-learning is about learning (4), (1).Another characteristic of self-directed people is that they have a great desire to learn, they are curious, they have morals, they control their own learning, they have basic study skills (cognitive and metacognitive strategies) and problem solving skills (1). In a study conducted in 2011 by Yuan et al. They were ready for self-learning. Also, the results showed that the special character of students such as responsibility and self-discipline can help their self-learning. Students of higher years had a higher score than students of lower years in readiness for self-learning (5).
    Students are not exempt from this rule in order to consolidate previous knowledge, considering the trend of increasing the speed and level of production of their degrees. One of the problems of students is trying to keep the knowledge they have acquired. This fact is especially true for sciences whose scope of knowledge is wide and rapidly changing, including Medical sciences are mentioned (6). Since the students of medical sciences are faced with a wide variety of materials and courses during their long period of study, which they were less exposed to in the lower levels, and on the other hand, the large volume and difficulty of new medical information in relation to new methods of diagnosis and treatment of diseases has made it difficult to commit medical scientific texts to memory. Also, with the expansion of science, learning all sciences requires spending time and having a curriculum. It is regular (7), (8). Due to the rapid progress of medical sciences, the necessity of training graduates of medical sciences has been noticed for years (9). Also, considering that the lecture method is currently the dominant method in teaching medical courses, as in this method, about 80% of the lessons presented are forgotten within 8 weeks. Relying on the lecture method alone cannot be the answer to this problem, and it is necessary for the professor to combine it according to the situation, needs and abilities of the students. use teaching methods, therefore nowadays the necessity of using new and active learning methods and student-centered education systems has been felt and the use of this method has become common in various sciences, including medical sciences, it seems that student-centered teaching can increase student satisfaction, accelerate and sustain learning, and create problem-solving and critical thinking skills (10). It does not prepare them for life and has no effect on their self-directed learning. Compared to that, problem-based curricula increase self-directed learning in students (7), (11). Continuing professional education in medical sciences with the aim of improving professional knowledge and skills and improving the provision of health and medical services has been pursued as well as other occupations and is of interest to those working in this profession in its related fields. Currently, only graduates of various fields in the medical community in our country are required to comply with continuous education (6). 86-88 in Iran University of Medical Sciences considered it as one of the effective methods of lifelong learning. (7) Meanwhile, Hossein Porohashmati found in his research that 46.9% of nurses evaluated the level of adherence to the principles of adult learning in continuous education as weak, so as to increase the effectiveness of continuous education in the planning stage, the implementation of evaluation in terms of compliance with the principles of adult learning It should be reviewed (12). Also, the results of the research conducted in the field of providing continuous educations have criticized these programs (12), (13).
    For this reason, in the recent decade, the development of self-directed learning skills has been one of the fundamental goals of medical education (14). Today, the self-direction of doctors and paramedics has become so important that even accreditation standards In this profession, it examines the readiness of programs to transform students into people with the ability to learn continuously on their own.
    Education of medical sciences is continuously present in the professional life of doctors. The spectacular growth of the amount of information has caused medical knowledge to be constantly changing and evolving.

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Investigating the level of self-directed learning readiness and the factors associated with it among the students of Gilan University of Medical Sciences in the academic year of 1992-1991
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