Abstract
BACKGROUND: "Emphasizing time on task" has been included in the seven principles of undergraduate medical education. Improper time management (TM) leads to frustration, dissatisfaction, anxiety, and depression of not achieving the desired academic performance. This study was planned to examine the relationship between TM, self-directed learning readiness, and academic performance among the medical students of a tertiary healthcare institution. MATERIALS AND METHODS: This cross-sectional study was conducted among 295 medical undergraduate students for six months using a standard tool Fisher's self-directed learning readiness (SDLR) questionnaire for SDL readiness and Britton and Tesser's TM questionnaire for TM-skills. An SDLR score of ≤150 and a TMQ score of ≤58 were taken as low readiness for SDL and poor TM skill. Descriptive analysis was performed, and a multivariable binary logistic regression analysis was performed to discover the correlation of good TM skills. RESULTS: A total of 175[59.3%, 95% CI: 53.6-64.9] had low readiness for SDL, and 216[73.2%, 95% CI: 67.9-77.9] had poor TM skills. Academic scores showed a weak positive correlation (r = 0.2, P = <0.001) with TM scores. Females [adjusted odds ratio (AOR) = 2.9,95% CI: 1.6-5.6], students belonging to rural domicile [AOR = 2.3, 95% CI: 1.1-3.8], and high readiness for SDL [AOR = 4.8, 95% CI: 2.6-8.8] were independent correlates of good TM skills. CONCLUSION: Every six and seven out of ten medical undergraduates were found to have low readiness for SDL and poor TM skills, respectively. Emphasizing SDL as a part of professional education and the importance of TM in professional courses such as Medicine and Bachelor of Surgery is important.