Abstract
OBJECTIVES: To analyze the perception of students and faculty regarding self-directed learning (SDL). METHODS: This mixed method study design (pragmatic) with both positivist and interpretive approaches was conducted on faculty members and students of Bolan Medical College Quetta from 1(st) April 2021 to 31(st) Aug 2021 on 246 medical and dental students and 12 faculty members. The research question was about the role of SDL in undergraduate medical students and faculty members. The inclusion criteria were any registered student and permanent faculty member, while exclusion criteria were any selected student and faculty member who not consented to participate in study. Data on self-directed learning instruments from medical students on 5 points Likert scale was collected by regular interval method and faculty members on an open narrative questionnaire by purposive sampling. The data were analyzed by the SPSS version 26, framework method of content analysis, and constant comparison technique. RESULTS: The mean age of students was 21.45 + 2.01 years. There were 114 males and 132 females (ratio 1: 1.15). The maximum mean score (4.35) is 91.1% followed by (4.32) 84.0% of students' percept that SDL constantly improves & excels in learning and successes and failures inspire SDL. The minimum mean score (3.32) 49.2% revealed that students felt difficulty in arranging and controlling their learning time. The faculty perception that SDL leads to professional identity (confidence & self-identity), improved technical skill (better expression & enhanced cognition), professionalism (focused learning, effective reflection, time management & self-satisfaction), collaboration, communicator, and leadership qualities. CONCLUSION: The students strongly believed that SDL will improve and excel but they need time management. Faculty members concluded that leadership, communication, collaboration, and professionalism are related to SDL.