Self-directed learning ability among undergraduate allied health sciences students in Chennai, India: a cross-sectional study

• الحاوية / القاعدة: BMC Medical Education
• المؤلفون الرئيسيون: Pitchaimani Govindharaj, Narasimman Swaminathan
• التنسيق: مقال
• اللغة: الإنجليزية
• منشور في: BMC 2025-07-01
• الموضوعات: Self-directed learning; SDLI score; Allied health sciences; Allied health science students; Self-learning ability; Self-management
• الوصول للمادة أونلاين: https://doi.org/10.1186/s12909-025-07458-3

Abstract Purpose This study aimed to evaluate the self-directed learning ability (SDLA) of undergraduate Allied Health Sciences (AHS) students in Chennai, India, and investigate the factors influencing self-directed learning (SDL). Methods A cross-sectional study was conducted among 282 undergraduate AHS students at a medical college and hospital in Chennai, India. The Self-Directed Learning Instrument (SDLI), was administered using Google Forms. Results The average SDLI score was 80.93 ± 8.70, ranging from 58 to 100 (95% CI 79.91–81.94). In the SDLI domains, students showed strong learning motivation (24.76 ± 3.06), self-monitoring skills (16.29 ± 2.10), and interpersonal communication abilities (16.34 ± 2.03). However, students scored lower in planning and implementation (23.53 ± 3.44) compared to other domains. A moderate positive correlation was found between all four domains. The only significant difference observed was in students’ grade point average (GPA); students with higher SDLI scores performed significantly better on the examination. Conclusions The study revealed that undergraduate AHS students possess self-directed learning abilities. Academic performance is significantly influenced by a positive attitude towards self-directed learning, with students who exhibit higher levels of this ability performing better in examinations. Integrating self-directed learning into the teaching–learning process is essential for promoting independent learning.