M.I.A. Akbar, D. Kuswandi, H.T. Joewono
Aims This investigation evaluated the impact of self-development training on the self-directed learning readiness of obstetrics and gynecology residents at the Faculty of Medicine, Universitas Airlangga. Materials & Methods This experimental randomized study included an intervention group that participated in the training and a control group that followed conventional procedures. The training method consisted of a two-week workshop that included four learning stations: time management, active learning, learning styles, and curriculum comprehension. Evaluations of the Self-Directed Learning Readiness Scale were administered prior to and one month following the intervention using the Fisher’s Questionnaire. Findings The intervention group’s self-management scores were significantly improved by the training (p=0.042). This improvement reflected the residents’ enhanced capacity to manage their time, prioritize tasks, and maintain discipline. The intervention group demonstrated a (non-significant) more pronounced trend of improvement in all domains of the Self-Directed Learning Readiness Scale. The discussion underscores the practicality of the self-development training, which enhances time management skills and assists residents in developing more effective learning strategies. This training also helps residents manage the demands of residency and achieve a more optimal work-life balance. Conclusion Self-development and time management training are effective in enhancing the self-management of residents. © 2025, the Authors | Publishing Rights, ASPI.
Department Obstetrics and Gyne-cology, Faculty of Medicine, Airlang-ga University, Surabaya, Indonesia; Department Educational Technol-ogy, Faculty of Education, Negeri Malang University, Malang, Indonesia
