The Relationship Between The Attitudes of Medical School Students Towards Problem-Based Learning and Their Self-Directed Learning Readiness / Tıp Fakültesi Öğrencilerinin Probleme Dayalı Öğrenmeye Yönelik Tutumları ile Özyönetimli Öğrenmeye İlişkin Hazırb

Year 2016, Volume: 12 Issue: 3, 695 - 706, 22.04.2016

İlke Evin Gencel Mustafa Onur Yurdal

Abstract

The aim of this study was to examine the relationship between the attitudes of the medical school students undergoing Problem-Based Learning (PBL) towards PBL and their levels of self-directed learning readiness. The comparison method of this study was based on relational survey model. The participants of the study was the Medical Faculty of Çanakkale Onsekiz Mart University in Turkey. There were 336 students in the first, second and third terms in the academic year of 2014-2015, and the practices related to PBL were performed with 33 groups of students. Each group was composed of approximately 10-12 students. Students were randomly assigned to each group. The study was conducted with 11 groups of students randomly selected, undergoing the exercises of PBL. The data of the study were collected by the Attitude towards Problem-Based Learning Scale developed by Kemahlı and Alper (2006) and the Self-Directed Learning Readiness Scale (SDLRS) developed by Fisher and et al. (2001) and adapted into Turkish by Şahin and Erden (2009). The study revealed a negative, insignificant relationship between the total scores of the students in regard to PBL and the scores in regard to SDLRS. Further, the study found that there was a significant relationship between the sub-scale of self-management of the scale of SDLR and the sub-scale of problem-solving and group work of the scale of PBL and that there were significant relationships between the sub-scale of eagerness to learn, problem-solving and group work of these scales.

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