Readiness for self-directed learning among paramedic students in Jordan: A multi-institutional study

Abstract

Background: Self-directed learning has been considered as an effective training method for students and professionals in the healthcare setting. This study aims to assess the level of self-directed learning readiness among paramedic students in Jordan and identify any associated factors. Methods: This cross-sectional descriptive study utilized an online self-administered questionnaire. The study was conducted across three academic institutions in Jordan offering paramedic programs. A sample of paramedic students was assessed using the Self-Directed Learning Readiness Scale. All enrolled paramedic students at the three institutions were included as potential participants. Differences between group means were analyzed using a Student’s t-test and one-way analysis of variance, as appropriate. Results: A total of 529 participants completed the questionnaire. The majority of participants were male (56.1%) with a mean age of 21.2 (SD ± 2.96). The overall mean score of the scale was 141.9 (SD ± 35.5) and a total of 302 (57.1%) participants had a high level of self-directed learning readiness (score > 150). Students with a high level of self-directed learning readiness were more likely to be male (p = 0.039) and have high academic performance levels (p = 0.006). Conclusions: This study found that, although most participants achieved a high level of self-directed learning readiness, the overall mean score was among the lowest in the reported literature. Therefore, it is essential to develop improvement plans to encourage and enhance self-directed learning skills for both students and faculty members.