Year: 2025 | Month: October-December | Volume: 10 | Issue: 4 | Pages: 125-130
DOI: https://doi.org/10.52403/ijshr.20250418
Self-Directed Learning Competencies Among Undergraduate Medical Students - A Gender-Based Analysis
Tereesa Shojan1, Biju Bahuleyan2, Shilpa AV3, Sreeja CK4, Rose Babu5, Archana S6, Geethu Krishna CG7, Margaret Mary M8, Thoufeeq Nahas Yoosuf T9
Department of Physiology,
Jubilee Mission Medical College and Research Institute, KUHS, Thrissur, India.
Corresponding Author: Biju Bahuleyan
ABSTRACT
Introduction: Understanding the gender-based variations in self-directed learning (SDL) abilities among medical students will help identify specific factors that promote or hinder SDL in each group, thereby providing targeted and inclusive educational interventions that foster the development of competent, adaptable and well-rounded medical graduates.
Objectives: To compare SDL skills between male and female medical students. To examine gender-based variations across different dimensions of SDL skills. To identify the dimensions with lower SDL scores and analyze gender-wise differences in these specific areas.
Materials and Methods: A cross-sectional study was conducted among 102 first-year MBBS students (64 females, 38 males) at Jubilee Mission Medical College. SDL abilities were assessed using the SRSSDL tool. Data were analyzed using independent samples t-test; results were expressed as mean ± SD, frequency, and percentage.
Results:All students scored above 140/300; 64.7% were moderate and 35.3% high scorers. No significant gender difference was noted except in the interpersonal skills domain, where females scored higher (p = 0.028). Learning activities was the domain where majority of students scored less than 3.
Conclusion: These findings emphasize the need to nurture SDL skills in all learners through targeted strategies that enhance self-motivation, self-regulation and reflective learning practices, irrespective of gender differences.
Keywords: Self-directed learning, medical students, Gender differences, Interpersonal skills, Self-motivation, Reflective learning.