Readiness for self-directed learning and academic performance in an abilities laboratory course.

نویسندگان

  • Zachariah M Deyo
  • Donna Huynh
  • Charmaine Rochester
  • Deborah A Sturpe
  • Katie Kiser
چکیده

OBJECTIVE To assess the relationship between readiness for self-directed learning, academic performance on self-directed learning activities, and resources used to prepare for an abilities laboratory course. METHODS The Self-directed Learning Readiness Scale (SDLRS) was administered to first-year (P1) doctor of pharmacy (PharmD) candidates at the University of Maryland. Additional data collected included final course grades, quiz scores, resources used to prepare for laboratory activities, and demographics. RESULTS The mean SDLRS score was 148.6 ± 13.8. Sixty-eight students (44%) scored > 150, indicating a high readiness for self-directed learning. These students were more likely to complete assignments before the laboratory, meet in study groups, and report postgraduation plans to enter noncommunity pharmacy. No significant association was found between academic performance and the SDLRS. CONCLUSIONS Readiness for self-directed learning is associated with self-directed learning habits, but may not be necessary for learning foundational knowledge, provided students are given specific instructions on what to study. Whether high readiness for self-directed learning is necessary for more complex learning or for self-identification of learning needs is unknown.

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عنوان ژورنال:
  • American journal of pharmaceutical education

دوره 75 2  شماره 

صفحات  -

تاریخ انتشار 2011