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Effect of Self-Development Training on Self-Directed Learning Readiness Scale Scores of Obstetrics and Gynecology Residents. 3 https://doi.org/10.58209/hehp.13.3.565
URL: http://daneshafarand.org/article-1-81523-en.html
URL: http://daneshafarand.org/article-1-81523-en.html
Abstract: (739 Views)
Aims: This investigation evaluated the impact of self-development training on the self-directed learning readiness of obstetrics and gynecology residents at the Faculty of Medicine, Universitas Airlangga.
Materials & Methods: This experimental randomized study included an intervention group that participated in the training and a control group that followed conventional procedures. The training method consisted of a two-week workshop that included four learning stations: time management, active learning, learning styles, and curriculum comprehension. Evaluations of the Self-Directed Learning Readiness Scale were administered prior to and one month following the intervention using the Fisher’s Questionnaire.
Findings: The intervention group’s self-management scores were significantly improved by the training (p=0.042). This improvement reflected the residents’ enhanced capacity to manage their time, prioritize tasks, and maintain discipline. The intervention group demonstrated a (non-significant) more pronounced trend of improvement in all domains of the Self-Directed Learning Readiness Scale. The discussion underscores the practicality of the self-development training, which enhances time management skills and assists residents in developing more effective learning strategies. This training also helps residents manage the demands of residency and achieve a more optimal work-life balance.
Conclusion: Self-development and time management training are effective in enhancing the self-management of residents.
Materials & Methods: This experimental randomized study included an intervention group that participated in the training and a control group that followed conventional procedures. The training method consisted of a two-week workshop that included four learning stations: time management, active learning, learning styles, and curriculum comprehension. Evaluations of the Self-Directed Learning Readiness Scale were administered prior to and one month following the intervention using the Fisher’s Questionnaire.
Findings: The intervention group’s self-management scores were significantly improved by the training (p=0.042). This improvement reflected the residents’ enhanced capacity to manage their time, prioritize tasks, and maintain discipline. The intervention group demonstrated a (non-significant) more pronounced trend of improvement in all domains of the Self-Directed Learning Readiness Scale. The discussion underscores the practicality of the self-development training, which enhances time management skills and assists residents in developing more effective learning strategies. This training also helps residents manage the demands of residency and achieve a more optimal work-life balance.
Conclusion: Self-development and time management training are effective in enhancing the self-management of residents.
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