Self-directed learning : status of final year students and perceptions of faculty leadership in a Nigerian medical school : a mixed analysis study

[摘要] ENGLISH ABSTRACT: Introduction: Self-directed learning (SDL) is the essential mechanism of lifelong learning which, inturn, is required for medical professionals to maintain competency due to advancingtechnology and constantly evolving disease care and contexts. Yet, Nigerian medicalschools do not actively strive to develop self-directed learning skills in medicalstudents, neither is it implemented in the College of Health Sciences, University ofUyo (COHUU). - Aim of study : The aim of this study was to evaluate the status of self-directed learning behaviouramongst final year students, and the perceptions of faculty leadership towards SDLin a Nigerian medical school. - Methodology: A mixed method research method was used for the study. A survey design, in whichstudents completed a self-rating scale for self-directed learning as a means ofquantitatively assessing their self-directed learning behaviour, was employed. Afocus group discussion involving selected faculty leaders provided the qualitativedata for this study. - Results: The medical students displayed moderate self-directed learning behaviour, based onthe score on the Self-rating Scale for Self-Directed Learning (SRSSDL). Thematicanalysis of the qualitative data revealed that the faculty leadership perceived SDL asessentially self-motivated learning by students in a task-sharing partnership with andguided by, their teachers. Faculty expressed concerns over a possiblemisunderstanding of what SDL implies for students. They furthermore consideredtheir students' SDL behaviour to be low. Faculty was willing to implement a COHUUmodel for achieving SDL. - Conclusion: This study suggests the baseline SDL behaviour of medical students at University ofUyo to be low to moderate, based on both the perceptions of Faculty leadership andthe SRSSDL. Faculty are willing to implement a COHUU model for achieving SDL.

[发布机构] Stellenbosch University