Abstract
Objective: To assess the self-directed learning (SDL) skills among undergraduate medical students during the SDL session of anatomy and to explore their learning experiences during SDL sessions.
Methodology: A mixed-method study was conducted at the Department of Anatomy, Islamic International Medical College (IIMC), Rawalpindi, from June to November 2024. For the quantitative part, A "Self-Directed Learning Skill Scale" was used to assess participants' abilities. The scale was shared through Google Forms with 210 MBBS students. All students submitted responses on a 5-point Likert-style scale. The results were analyzed using SPSS 26 to calculate the frequency distribution of each skill. For the qualitative component, twelve semi-structured interviews of students were conducted. Data was transcribed for thematic analysis.
Results: Out of nine skills, the mean, median, and mode were 2 (Agree) for all SDL skills except for attitude towards learning, management of information, and motivation. While themes generated were Planning & goal setting, keeping pace with daily reminders, friends, inappropriate space, social media, Models, 3D anatomy software, teaching friends, following timetable, teacher as a guide, and exams are easier to attempt.
Conclusion: Medical students are well-equipped with most SDL skills, though most students need help to develop a positive attitude, motivation to learn, and skills required to manage the learning process. Although students used timetables and resources such as models, and videos effectively, but need guidance from the teachers for goal setting. A special space is necessary where they can avoid social media and disturbance by peers having negative attitudes toward SDL.

Key words: Self-Directed Learning, 5-point Likert-type scale, medical students.