Research in Medicine

Background: Along with the development of medical education and to achieve successful use of problem-based learning (PBL) practical policies and readiness are necessary. The present study was carried out over the general practice trainees with the aim of determining the effect of readiness (cognitive and affective) for self-directed learning (SDL) on PBL.

 Materials and methods: 50 general practice trainees had entered this experimental study, where they have been randomly distributed in two groups of case and control. Students in the case group were received related education. Cognitive and affective readiness were assessed by questionnaire. Data were analyzed by parametric (paired t-test, t-test...) and non-parametric (chi-square, Mann-Whitney U-test, Wilcoxon...) tests.

Results: Results have revealed low cognitive but nearly high affective readiness, however, non-significant difference was reported between the groups according to the level of readiness. There was significant difference between the score of "knowledge" and "tendency", before and after the education in the case group (p<0.05 and p<0.01, respectively. Meanwhile, significant difference was found between the groups considering the score of learning. (p<0.001)

Conclusion: SDL is one of the basic principles of PBL. Bringing readiness for SDL before introducing PBL is highly recommended.