Khemmawit Siriwong¹
Thitipat Pattanaprateeb¹, Ramon Sawetratanasatien¹ and Korakrit Imwattana¹
1 Faculty of Medicine Siriraj Hospital, Mahidol University 

Background:
Self-directed learning (SDL) is critical for promoting lifelong learning and is continuously integrated into newly developed medical school curricula in Thailand. Yet, the SDL effect on Thai medical students’ academic performance is under-assessed. This study aims to explore the relationship between SDL readiness and National Licensing Examination Step 1 (NLE1) score and to investigate the appropriateness of Fisher’s SDL readiness scale (SDLRS) for assessing medical students' engagement with SDL. 

Methods: 
This study was conducted on 4th and 5th-year medical students at the Faculty of Medicine Siriraj Hospital (n = 108). They were asked to complete a 40-item SDLRS questionnaire, covering three aspects: self-management skills, self-control skills, and learning eagerness. They also self-reported their NLE1 scores as a marker of academic competence. All SDLRS parameters were investigated for correlation with NLE1 scores using multiple linear regression. 

Results & Discussion:
Sixty students (55.6%, 95% CI: 45.7–65.1%) had SDLRS scores at least 150 and were classified as SDL-ready users. They were associated with higher NLE1 score (220.1 vs. 203.5; p = 0.005). Breakdown analyses showed that students most lacked self-management skills (average score 70.8%). These skills were the only aspect of SDL significantly associated with increased academic competence (p < 0.001). There was a moderate correlation between students’ self-perception and the questionnaire result (71.3% correlation, Cohen’s kappa = 0.41). 

Conclusion:
This study shows that SDL-ready users exhibit higher academic competence. It also demonstrates that SDL can be assessed and weak points identified using an appropriate tool. A full-scale assessment may not be necessary, as they were relatively aware of their performance. Thus, a more concise SDL readiness evaluation could benefit students by targeting their SDL usage weakness, which can be addressed to improve their academic competence. These insights can guide medical educators to enhance students' SDL readiness and academic outcomes. 

References (maximum three) 

1. Taylor TAH, Kemp K, Mi M, Lerchenfeldt S. Self-directed learning assessment practices in undergraduate health professions education: a systematic review. Med Educ Online. 2023;28(1):2189553. Available from: http://dx.doi.org/10.1080/10872981.2023.2189553 

2. Li S-TT, Tancredi DJ, Co JPT, West DC. Factors associated with successful self-directed learning using individualized learning plans during pediatric residency. Acad Pediatr. 2010;10(2):124–30. Available from: http://dx.doi.org/10.1016/j.acap.2009.12.007 

3. Kumar AP, Omprakash A, Mani PKC, Swaminathan N, Maheshkumar K, Maruthy KN, et al. Validation of Internal structure of Self-Directed Learning Readiness Scale among Indian Medical Students using factor analysis and the Structural equation Modelling Approach. BMC Med Educ. 2021;21(1):614. Available from: http://dx.doi.org/10.1186/s12909-021-03035-6