Abstract:

Objective: The aim of this study is to determine the lifelong learning tendencies of the students studying at the medical faculty and whether there is a relationship between lifelong learning tendencies and gender, grade level variables. Methods: In the study, “Lifelong Learning Tendency Scale”, sociodemographic question form were applied face to face to the medical faculty students (n= 196) in the 2019-2020 academic year. Statistical evaluation was made with the SPSS statistical program. Mean, standard deviation, frequency, percentage, Mann Whitney U, Kruskall Wallis tests were applied. Results: Means of motivation, persistence, deprivation in regulating learning, deprivation in curiosity subdimensions, total score average are 6.43 + 2.43; 18.9 + 6.23; 24.48 + 5.05; 24.5 + 6.54; 74.34 + 9.56 respectively. The mean levels of females in motivation and deprivation in regulating learning were significantly lower than males; males’ total score mean was significantly higher than females (p<0.05). Fifth grade students’ deprivation in regulating learning averages were significantly higher than the first grade (p= 0.001). Fifth grade students' deprivation in regulating learning averages were significantly higher than the second grade (p= 0.039). Fifth grade students’ deprivation in regulating learning mean was significantly higher than the third grade (p=0.017). Fourth grade students’ lifelong learning tendencies total score was significantly higher than the first grade (p= 0.013). Fifth grade students’ lifelong learning tendencies total score was significantly higher than the first grade (p= 0.012). Conclusions: Appropriate environments should be prepared to increase the lifelong learning tendencies of medical faculty students. In this direction, on-campus and off-campus systems should be developed in which students can easily access and effectively use learning resources.

Keywords: