INFLUENCE OF SELF-DIRECTED LEARNING ON CRITICAL THINKING AND PROBLEM-SOLVING SKILLS AMONG UNDERGRADUATE MEDICAL AND DENTAL STUDENTS

Abstract

Objective: To assess the correlation between self-directed learning readiness and the enhancement of critical thinking and problem-solving skills in undergraduate medical and dental students.

Study Design: Cross-sectional study.

Place and Duration of Study: The research was conducted over a six-month period from January to June 2024 at Gandhara University, Peshawar, which encompasses Kabir Medical College (KMC) and Sardar Begum Dental College (SBDC).

Methods: A total of 820 undergraduate students in the MBBS (first to fifth years) and BDS (first to fourth years) programs participated. Data were collected using the Problem-Solving Inventory (PSI) and the Self-Directed Learning Readiness Scale (SDLRS). Descriptive statistics summarized demographic data, and associations were tested using multiple regression analysis and Pearson’s correlation coefficient.

Results: SDL readiness levels were moderate to high, with MBBS students scoring marginally higher in self-management and desire for learning than BDS students. Self-control scores showed no significant difference. The correlation between SDL readiness and problem-solving skills was weak and statistically non-significant (r = -0.072, p = 0.054).

Conclusion: Self-directed learning (SDL) readiness demonstrated a weak overall association with problem-solving ability; however, students previously exposed to SDL showed significantly higher problem-solving skills. These findings suggest that structured and early integration of SDL within medical curricula could foster stronger analytical and decision-making competencies.