Readiness for Self-directed Learning and Academic Performance in an Abilities Laboratory Course

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. The Self-directed Learning Readiness Scale (SDLRS) was administered to first-year (P1) doctor of pharm...

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Bibliographic Details
Published in:American journal of pharmaceutical education 2011-02, Vol.75 (2), p.1
Main Authors: Deyo, Zachariah M, Huynh, Donna, Rochester, Charmaine, Sturpe, Deborah A, Kiser, Katie
Format: Article
Language:English
Subjects:
Accreditation
Adult learning
Andragogy
College students
Core curriculum
Drug stores
Independent study
Learning Activities
Learning Readiness
Learning Strategies
Lifelong Learning
Pharmaceutical Education
Science education
Studies
Teaching Methods
Training
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Summary: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. 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. 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. 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.
ISSN:0002-9459
1553-6467