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Self-directed learning readiness in ...

Frisby, Anthony Jay.

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Self-directed learning readiness in medical students at the Ohio State University.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Self-directed learning readiness in medical students at the Ohio State University./
Author:	Frisby, Anthony Jay.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1991,
Description:	109 p.
Notes:	Source: Dissertations Abstracts International, Volume: 53-07, Section: A.
Contained By:	Dissertations Abstracts International53-07A.
Subject:	Educational software. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9130477

Self-directed learning readiness in medical students at the Ohio State University.
Frisby, Anthony Jay.

Self-directed learning readiness in medical students at the Ohio State University. - Ann Arbor : ProQuest Dissertations & Theses, 1991 - 109 p.

Source: Dissertations Abstracts International, Volume: 53-07, Section: A.

Thesis (Ph.D.)--The Ohio State University, 1991.

This item must not be sold to any third party vendors.

The traditional medical school curricula has been accused of inadequately preparing physicians since as early as 1932. The large amount of factual material currently covered by most medical curricula inhibits the development of independent learning skills. In response to this concern, many medical schools have developed alternative curricula for their students. The Ohio State University College of Medicine offers one such alternative: the independent study program. This study investigated self-directed learning readiness in the medical students at Ohio State using the Self-Directed Learning Readiness Scale (SDLRS) developed by Guglielmino. The relationships among self-directed learning readiness and the independent variables were then analyzed. The mean score for all medical students was 230 with a standard deviation of 21.5. A two-way analysis of variance showed a significant difference (F(1,433) = 15.755, p $<$.0001) based on path (independent study vs. lecture-discussion), but not on year in medical school. Correlation coefficients were calculated disclosing the variable age as having the greatest relationship with score (r =.20). To determine the contribution each independent variable had in predicting the dependent variable, a regression equation was calculated. The combined effects of all variables entering the equation were able to account for 10% of the variance in SDLRS scores. Analysis of covariance was then used to assess the individual contribution of each variable in the equation controlling for the subjects age. At this point, path was no longer statistically significant. The author suggests possible explanations for the lack of significance found for path and recommends further research into the study of alternative medical curricula and the self-directed learning readiness of physicians.Subjects--Topical Terms:

3422449
Educational software.

Self-directed learning readiness in medical students at the Ohio State University.
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100 1 $a Frisby, Anthony Jay. $3 3422448
245 1 0 $a Self-directed learning readiness in medical students at the Ohio State University.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1991
300 $a 109 p.
500 $a Source: Dissertations Abstracts International, Volume: 53-07, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Hall, Keith A.
502 $a Thesis (Ph.D.)--The Ohio State University, 1991.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The traditional medical school curricula has been accused of inadequately preparing physicians since as early as 1932. The large amount of factual material currently covered by most medical curricula inhibits the development of independent learning skills. In response to this concern, many medical schools have developed alternative curricula for their students. The Ohio State University College of Medicine offers one such alternative: the independent study program. This study investigated self-directed learning readiness in the medical students at Ohio State using the Self-Directed Learning Readiness Scale (SDLRS) developed by Guglielmino. The relationships among self-directed learning readiness and the independent variables were then analyzed. The mean score for all medical students was 230 with a standard deviation of 21.5. A two-way analysis of variance showed a significant difference (F(1,433) = 15.755, p $<$.0001) based on path (independent study vs. lecture-discussion), but not on year in medical school. Correlation coefficients were calculated disclosing the variable age as having the greatest relationship with score (r =.20). To determine the contribution each independent variable had in predicting the dependent variable, a regression equation was calculated. The combined effects of all variables entering the equation were able to account for 10% of the variance in SDLRS scores. Analysis of covariance was then used to assess the individual contribution of each variable in the equation controlling for the subjects age. At this point, path was no longer statistically significant. The author suggests possible explanations for the lack of significance found for path and recommends further research into the study of alternative medical curricula and the self-directed learning readiness of physicians.
590 $a School code: 0168.
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650 4 $a Curricula. $3 3422445
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