A Cross-Sectional Study Exploring Self-Directed Learning Readiness and Preferred Learning Styles among Undergraduate Anaesthesia Technology Students in a University in the Kingdom Saudi Arabia

Abstract

Background: Self-directed learning readiness (SDLR) and learning styles (LSs) have been the subject of important attention in the literature, especially in the field of allied health sciences, since such knowledge is required to be continually updated and its practice to be frequently developed. Self-directed learning (SDL) is described as the process whereby students are able to take the initiative and assume responsibility for their own learning requirements. LSs refer to the way in which learners understand, process, and remember the knowledge that they have acquired. Understanding the SDLR and LSs of anaesthesia technology (AT) students can drive the academic institutions to embrace the instructional materials needed to enhance students’ knowledge and SDL skills.

The study’s purpose: This study’s aim was to examine the SDLR and LSs among AT programme students to investigate the relationship between these two concepts (SDLR and LSs) and to introduce a baseline that can be utilized to form a clear picture of how to promote the integration of SDL in the current AT curriculum.

Methods: A cross-sectional descriptive study utilised online questionnaires that were conducted on 149 AT students in the 2nd, 3rd and 4th academic years at King Saud bin Abdul-Aziz University for Health Sciences. The study’s questionnaires were the SDLR scale by Fisher et al. (2001) and Kolb’s (1985) LSs questionnaire. The Statistical Package for Social Sciences (SPSS) Version 25 was used to analyse the data and to identify the descriptive and inferential outcomes.

Results: 57% of the participants had a high level of SDLR (>150), and the total mean score for SDLR was 154.3 from 200. The participants’ mean subscales scores were self- management with 47.06 from 65, desire-for-learning with 47.4 from 60, and self-control with 59.85 from 75. Statistically significant differences and correlations were found between the participants’ SDLR scores and gender (p=0.026, p=0.026), year of study (p=0.045, p=0.001), and campus (p=0.001, p=0.001). The participants’ percentages for LSs were found to be reflector (36.2%), activist (30.9%), pragmatist (15.4%), dual LSs (9.4%), and theorist (8.1%). The pragmatist LS was significantly associated with year of study (p=0.001), age (p=0.007), and campus (p=0 0.038), and the theorist LS was significantly associated with year of study (p=0.006). There was a statistically significant correlation between the students’ reflector and theorist LSs with their SDLR score (p=0.007, p=0.016).

Conclusion: The demographic data, teaching styles, and LSs affect the AT students’ SDLR. Understanding these factors that influence SDLR will ultimately help the students to think critically and to improve their interpersonal and problem-solving skills and will aid in promoting the integration of SDL in the current AT curriculum.