Self-directed Learning Readiness among MBBS Students Using the 29-Item Abridged Self-directed Learning Readiness Scale: Association with Artificial Intelligence and Library Usage

Abstract Background: Self-directed learning (SDL) has a critical role in medical education. It is important to measure SDL readiness (SDLR) of students for selecting the right teaching learning methodology and for curriculum planning. With the advent of increasing use of technology, it is important to assess its association with SDLR in medical students. Thus, a descriptive, cross-sectional study was undertaken to measure SDLR of medical students in two phases and to assess its potential influencers. Methods: SDLR of phase 2 and phase 3 MBBS students was assessed using an abridged 29-item version of Fischer’s SDLR scale (SDLRS). In addition, sociodemographic information of the participants was collected. IBM SPSS, version 27, was used for data analyses. Mann–Whitney U , Kruskal–Wallis, and Chi-square tests were used to analyze SDLRS scores and its association with sociodemographic and behavioral variables across different demographic groups. Results: A Total of 297 students, 150 from phase 2 and 147 from phase 3, participated in the study. Median total SDLRS score was 115 for phase 2 and 116 for phase 3. SDLRS scores across all three domains of self-management, self-control, and desire for learning were comparable across all groups and with most of the sociodemographic variables. A statistically significant association of high SDLRS scores with usage frequency of library ( P = 0.039) and artificial intelligence tools ( P = 0.025) was found. Conclusion: SDLR is consistent across gender, phase, and demographic variables. Institutional educational culture and curricular environment may have a greater influence in shaping SDLR than sociodemographic variables.