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Year : 2021, Volume : 14, Issue : 1
First page : ( 303) Last page : ( 307)
Print ISSN : 0974-3618. Online ISSN : 0974-360X.
Article DOI : 10.5958/0974-360X.2021.00055.X

Assessing knowledge and practice of self-directed learning among medical students, UNIMAS

Yi Myat San1*, Yee Khin Than1, Lwin Soe1, Thwin Mya Mya2, Win Win Thura1, Khaing Mi Mi1, Yee Mon Mon3, Aung Myint1, Myint Kaythi4

1Faculty of Medicine and Health Science, Universiti Malaysia Sarawak, Kota Samarahan, Sarawak, Malaysia.

2Faculty of Medicine, Universiti Sultan Zainal Abidin, 20400, Medical Campus, Kuala Terengganu, Malaysia.

3Faculty of Medicine, Newcastle Medical University, Johor, Malaysia.

4Faculty of Medicine, SEGI University, Sibu, Malaysia.

*Corresponding Author E-mail: myatsanyee@gmail.com

Online published on 22 April, 2021.


Self-directed learning (SDL) is a learning process. In this process, the learners consciously accept responsibility in andragogy. The SDL is observed as a powerful, rumbustiously active learning method compared to the didactic lecture learning method. However, SDL in young learners who are exposed to a complex, dynamic, and busy medical ward does not seem to be sought yet. Thus the study aims at determine the knowledge and practice of SDL among medical students. It was the cross-sectional descriptive study. The chosen study sample was year 3 medical students. The study conducted using well-structured questionnaires. Reliability of the questionnaires was 0.723. There was a significant positive correlation between the knowledge and practice scores. The findings as of the knowledge level of the respondents revealed that 56% of them had high knowledge level and 43% had moderate level. Regarding the practice level of SDL, 85% of the students postulated that they fully applied the SDL steps during their posting providing that university laid down the systematic curriculum in place. The implication of the study to develop awareness regarding the strength of the SDL method in students ’learning process, which can tile the improved quality teaching methods and enhance quality learning among medical students.



Self-directed learning, Knowledge, Practice, Andragogy.


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