BACKGROUND Self-directed learning (SDL) is an appropriate and preferred learning process to prepare students for lifelong learning in their professions and make them stay up-to-date. The purpose of this study was to explore preclinical students following a hybrid curriculum in Ethiopia experiences to SDL and the support of several learning activities from the curriculum on their SDL. A mixed-method research design was employed. METHODS Quantitative data were collected by using a self-administered questionnaire of 80 items measuring students' perceptions on their SDL capability as well as to explore students' views about the influence of components of the curriculum on their SDL. Additional two focus group discussions, each containing eight participants from year-1 and year- 2 students, were conducted. The quantitative data were analyzed using SPSS. The focus group discussions were reviewed, coded, and then thematically analyzed. RESULTS Our study showed a significant increase in SDL score on comparing students at year-1 with students at year-2 (p = 0.002). Both year-1 and 2 students rated PBL tutorial discussion and tutors had high influence on their individual learning; whereas, other curricular components such as lectures and testes had low influence on their SDL ability. PBL tutorial discussion and module objectives showed strong correlation with students' SDL scores, r = 0.718 & r = 0.648 (p < 0.01), respectively. Besides, PBL tutorial discussion was found strongly correlated with tutors (r = 0.599 (p < 0.01)) and module objectives (r = 0.574 (p < 0.01)). Assessment was highly correlated with lectures (r = 0.595 (p < 0.01)). Findings from qualitative data showed that certain curricular components played role in promoting students' SDL. Tutorials analyzing problems played a major role on students' self-directed learning abilities. CONCLUSIONS Although the study implied that components of the hybrid curriculum, mainly PBL, could encourage preclinical students' self-directed learning, the curriculum is still not free from teacher-centred culture as the majority of teachers still have high power in deciding the learning process. A further longitudinal study is needed to verify the actual level and ability of medical students' SDL.

中文翻译：

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埃塞俄比亚医学院的学生对自我导向学习的看法与新的创新课程：混合方法研究。

背景技术自主学习（SDL）是一种适当的首选学习过程，可以使学生为在其职业中进行终身学习做好准备，并使他们保持最新状态。这项研究的目的是探索遵循埃塞俄比亚混合课程对SDL的体验以及来自其SDL课程的若干学习活动的支持的临床前学生。采用了一种混合方法研究设计。方法通过使用80项自我管理的问卷收集定量数据，这些问卷用于测量学生对SDL能力的看法，并探讨学生对课程组成部分对其SDL影响的看法。进行了另外两个焦点小组讨论，每个小组讨论都由来自1年级和2年级的8位参与者组成。使用SPSS分析定量数据。对焦点小组的讨论进行了审查，编码，然后进行了主题分析。结果我们的研究表明，比较1年级学生和2年级学生的SDL得分显着提高（p = 0.002）。1年级和2年级的学生都对PBL教程讨论进行了评分，导师对他们的个人学习有很大的影响；而其他课程组成部分，例如讲座和睾丸对他们的SDL能力影响很小。PBL教程讨论和模块目标显示出与学生的SDL得分密切相关，r = 0.718和r = 0.648（p <0.01）。此外，发现PBL教程讨论与导师（r = 0.599（p <0.01））和模块目标（r = 0.574（p <0.01））密切相关。评估与讲座高度相关（r = 0.595（p <0。01））。定性数据的发现表明，某些课程组成部分在促进学生的SDL中发挥了作用。分析问题的教程对学生的自主学习能力起着重要作用。结论尽管该研究表明混合课程的组成部分（主要是PBL）可以鼓励临床前学生进行自主学习，但由于大多数教师仍具有决定学习过程的强大能力，因此该课程仍不能摆脱以教师为中心的文化。 。需要进行进一步的纵向研究，以验证医学生SDL的实际水平和能力。结论尽管该研究表明混合课程的组成部分（主要是PBL）可以鼓励临床前学生进行自主学习，但由于大多数教师仍具有决定学习过程的强大能力，因此该课程仍不能摆脱以教师为中心的文化。 。需要进行进一步的纵向研究，以验证医学生SDL的实际水平和能力。结论尽管该研究表明混合课程的组成部分（主要是PBL）可以鼓励临床前学生进行自主学习，但由于大多数教师仍具有决定学习过程的强大力量，因此该课程仍不能摆脱以教师为中心的文化。 。需要进行进一步的纵向研究，以验证医学生SDL的实际水平和能力。