Perceptions, Attitudes, and Challenges Related to Self-Directed Learning Among Undergraduate Medical Students: A Cross-Sectional Study

Abstract

Background: Self-directed learning (SDL) is a learner-centered educational approach in which students identify learning needs, set goals, select resources, implement learning strategies, and evaluate outcomes. Its incorporation into competency-based medical education requires an understanding of students’ readiness, attitudes, and perceived barriers.  Objectives: To assess undergraduate medical students’ perceptions and attitudes toward SDL and to identify the challenges and perceived benefits associated with its implementation.  Methods: A cross-sectional analytical study with quantitative and qualitative components was conducted from June to November 2025 among MBBS students from a medical college in India, with responses obtained from students from several Indian states. A validated, pre-structured 27-item questionnaire was disseminated through WhatsApp groups using Google Forms. Items assessed perceptions (11 items), attitudes (10 items), and challenges or benefits (6 items) on a five-point Likert scale. Open-ended responses were independently reviewed by two authors and thematically analyzed. Quantitative data were summarized using means and percentages in Microsoft Excel.  Results: Of 153 responses received, 16 were excluded because of absent consent (n=4) or lack of awareness of the SDL session (n=12); 137 responses were analyzed. Mean age was 19 ± 0.8 years and the male-to-female ratio was 0.7:1. Third-year Part I students constituted the largest academic group (40%), and 65% of respondents were from Maharashtra. Agreement or strong agreement was high for evaluating one’s learning outcomes (78.1%), monitoring learning progress (77.4%), establishing learning goals (80.3%), locating learning resources (75.9%), and understanding personal learning strengths and weaknesses (76.7%). A total of 83.2% felt motivated when taking charge of their learning. Time management was commonly perceived as a challenge (76.7% agreed or strongly agreed), 66.4% perceived a need for a facilitator, and 70.0% reported improvement in teamwork skills.  Conclusion: Medical undergraduates demonstrated favorable perceptions and attitudes toward SDL, but implementation was constrained by time-management difficulties and a continued need for facilitator support. Structured orientation, protected learning time, gradual scaffolding, and faculty guidance may support effective integration of SDL into the medical curriculum.