Relationship of high self-directed learning readiness and growth mindset among general surgery resident

Purpose Self-directed learning and growth mindset are recognized as increasingly important skills for the development and maintenance of clinical knowledge and technical performance. However, the data supporting these theories are limited in residency training. We sought to understand the relationship between self-directed learning, growth mindset, and in-training examination scores for a cohort of Thai general surgery resident physicians. Methods The Self-Directed Learning Readiness Scale for Nursing Education (SDLRSNE), slightly modified for use with physicians, and the Revised Implicit Theories of Intelligent (Self-Theory) Scale (RITIS), which assess people’s beliefs about their ability to mold their own intelligence (mindset) were translated into the Thai language, entered in electronic software, and sent to all general surgery residents at Khon Kaen University in Thailand. Ten were in the regular-track program and 31 were in the fast-track program. Results Forty-one general surgery residents (87%) responded to the surveys. The mean and standard deviation of SDLRSNE scores were 147.17 ± 13.18 which indicates a low level of SDLRSNE. For RITIS, the mean score and standard deviation were 35.44 ± 6.64 which indicates a growth mindset. Scores for SDLRSNE and RITIS were significantly correlated ( r = 0.36, p = 0.02); however, neither of these scores was significantly correlated to in-training examination scores ( r = 0.20, p = NS and r = − 0.05, p = NS). Conclusion General surgery residents who are highly self-directed learners tend to see themselves as able to continue to develop their surgical knowledge and skills. More research is required to see if self-directed learning and growth mindset change over the course of residency.