An initial validation study of the self-rating scale of self-directed learning for pharmacy education

Abstract

Objective. The purpose of this study was to explore and validate the factor structure of the original SRSSDL scale with pharmacy students enrolled in a four-year Doctor of Pharmacy program at a southeastern university, and to assess the differences in the self-directed learning behaviors across different class years of students. Methods. Factor analysis was used to identify the factor structure of a self-rating scale of self-directed learning (SRSSDL) among pharmacy students (n5872) and to examine students’ self-directed learning (SDL) behaviors by year in the pharmacy education curriculum. Results. Five factors - intrinsic motivation, awareness, collaboration, reflection and application - showed acceptable levels of reliability. P4 students scored significantly higher than P2 students on the total scale. P4 students scored significantly higher on awareness than P1 and P2 students, while P2 students had a significantly higher collaboration score compared to P1 students. Conclusion. The revised 55-item SRSSDL is a valid and homogenous scale of pharmacy students’ selfdirected learning within one pharmacy program. However, due to differences in factor structure compared to earlier studies, further research is needed before this survey tool can be broadly implemented in pharmacy education.