EXPLORING THE SELF-DIRECTED APPROACH IN MEDICAL STUDENTS: A GENDER-BASED EXPLORATION OF CAMBRIDGE AND MATRIC/INTERMEDIATE SCHOOL SYSTEM STUDENTS

Abstract

This study explores self-directed learning (SDL) among medical students, focusing on gender-based and educational background differences between students from the Cambridge and Matric/Intermediate school systems. Conducted from June 1, 2024 to September 30, 2024 at Sheikh Zayed Medical College, Rahim Yar Khan, Pakistan, the research employed a quantitative, cross-sectional design involving 100 second-year MBBS students. Data were collected using a validated questionnaire measuring five SDL dimensions: awareness, learning strategies, learning activities, evaluation, and interpersonal skills. Statistical analysis was performed using the Mann–Whitney U test, as both gender and educational background were binary variables. The results revealed statistically significant differences across all SDL dimensions by both educational background and gender. Female students consistently scored higher than male students did in all five dimensions, indicating a greater inclination towards SDL behaviours such as independent planning, reflective learning, and collaborative engagement. Likewise, students from the Cambridge school system significantly overtook their Matriculation counterparts, suggesting the influence of prior schooling approaches on SDL readiness. These findings highlight the importance of tailored academic and institutional interventions that address disparities in SDL competencies, ensuring equitable support for all students. The study contributes to the growing body of literature advocating the integration of SDL into medical curricula and highlights the need for inclusive, data-driven strategies to foster autonomous, lifelong learners in medical education.