Name
Readiness for Self-Directed Learning Among First-Year Medical and Nursing
Students at the Arabian Gulf University, Kingdom of Bahrain
Date & Time
Monday, June 8, 2026, 2:08 PM - 2:23 PM
Location Name
Hamilton
Speakers
Authors
Hany Atwa, Arabian Gulf University
Mohamed Hany Shehata, Arabian Gulf University
Archana Kumar, Arabian Gulf University
Reem Alansari, Arabian Gulf University
Ahmed Al-Ansari, National Health Regulatory Authority (NHRA)
Abdelhalim Deifalla, Arabian Gulf University
Presentation Topic(s)
Instructional Methods
Description
PURPOSE: Self-directed learning (SDL) is a fundamental skill in health
professions education, enabling students to take ownership of their learning
and adapt to evolving healthcare challenges and knowledge expansion.
Understanding SDL readiness among students is crucial for enhancing lifelong
learning competencies. This study aimed to explore the readiness of
first-year medical and nursing students at the Arabian Gulf University in the
Kingdom of Bahrain for SDL.
METHODS: A cross-sectional study was conducted among first-year medical and
nursing students. Data was collected using an electronic survey that included
demographic information and Fisher’s validated 40-item Self-Directed Learner
Readiness Scale (SDLRS) that measures students' readiness across
self-management, desire for learning, and self-control. Descriptive
statistics and correlation analyses were conducted. Statistical significance
level was set at p<0.05.
RESULTS: A total 410 students participated (Medicine: 202, Nursing: 208),
yielding a response rate of 83.7%. The mean total SDLRS score was 151.96
(SD=20.75), indicating high SDL readiness. Nursing students had significantly
higher SDLRS scores (159.78±16.02) than medical students (143.90±21.97)
(p<0.001). Female students demonstrated greater SDL readiness than males
(155.26±20.78 vs. 143.58±18.21, p<0.001). Factors positively associated
with higher SDLRS scores included enrollment in American or International
Baccalaureate (IB) curricula compared to national or British curricula
(p=0.042), as well as prior engagement in extracurricular activities and
regular use of educational technology (p<0.05).
CONCLUSION: The study highlighted differences in SDL readiness based on
academic program, gender, and educational background. Nursing students and
female participants demonstrated higher SDL readiness, potentially due to
variations in learning orientation and professional expectations. The
findings underscore the need for targeted interventions to foster SDL
competencies. Future research should explore longitudinal changes in SDL
readiness, evaluate the impact of curriculum design on SDL and independent
learning behaviors, and explore additional factors that may influence SDL
readiness among medical and nursing students.
professions education, enabling students to take ownership of their learning
and adapt to evolving healthcare challenges and knowledge expansion.
Understanding SDL readiness among students is crucial for enhancing lifelong
learning competencies. This study aimed to explore the readiness of
first-year medical and nursing students at the Arabian Gulf University in the
Kingdom of Bahrain for SDL.
METHODS: A cross-sectional study was conducted among first-year medical and
nursing students. Data was collected using an electronic survey that included
demographic information and Fisher’s validated 40-item Self-Directed Learner
Readiness Scale (SDLRS) that measures students' readiness across
self-management, desire for learning, and self-control. Descriptive
statistics and correlation analyses were conducted. Statistical significance
level was set at p<0.05.
RESULTS: A total 410 students participated (Medicine: 202, Nursing: 208),
yielding a response rate of 83.7%. The mean total SDLRS score was 151.96
(SD=20.75), indicating high SDL readiness. Nursing students had significantly
higher SDLRS scores (159.78±16.02) than medical students (143.90±21.97)
(p<0.001). Female students demonstrated greater SDL readiness than males
(155.26±20.78 vs. 143.58±18.21, p<0.001). Factors positively associated
with higher SDLRS scores included enrollment in American or International
Baccalaureate (IB) curricula compared to national or British curricula
(p=0.042), as well as prior engagement in extracurricular activities and
regular use of educational technology (p<0.05).
CONCLUSION: The study highlighted differences in SDL readiness based on
academic program, gender, and educational background. Nursing students and
female participants demonstrated higher SDL readiness, potentially due to
variations in learning orientation and professional expectations. The
findings underscore the need for targeted interventions to foster SDL
competencies. Future research should explore longitudinal changes in SDL
readiness, evaluate the impact of curriculum design on SDL and independent
learning behaviors, and explore additional factors that may influence SDL
readiness among medical and nursing students.
Presentation Tag(s)
International Presenter