Assessing self-directed learning readiness among Indian medical graduates: Implications for educators and policymakers

BACKGROUND: Self-directed learning (SDL) empowers learners to take charge of their education by identifying knowledge gaps, setting goals, utilizing resources, and evaluating outcomes. The aim of this study is to explore SDL approaches among Indian Medical Graduate students and their correlation with demographic factors. MATERIALS AND METHODS: A cross-sectional study was conducted (2019–2023) at three Indian medical universities among 1200 MBBS students, selected through stratified random sampling. Data on demographics, SDL strategies, and perceived learning barriers were collected using a validated questionnaire. RESULTS: Participants were categorized into three SDL profiles: low level (34.7%), moderate level (48.4%), and high level (16.9%). High-level SDL participants reported the highest curriculum satisfaction (90%) and the fewest learning difficulties (15%). SDL scores varied significantly across groups ( P < 0.001). Multinomial logistic regression identified understanding SDL (OR = 10.126, P < 0.001) and curriculum satisfaction as strong predictors of high SDL, while older age and studying at Mahatma Gandhi Medical College Hospital and Research Institute were negatively associated with higher SDL profiles. CONCLUSION: Higher SDL levels correlate with increased curriculum satisfaction, better understanding of SDL, and fewer learning difficulties. Enhancing SDL awareness and curriculum satisfaction may improve medical students’ academic performance.