SPSS dataset for analysis

This study investigates the design and implementation of a self-directed learning (SDL) program aimed at enhancing evidence-based medicine (EBM) research skills among medical faculty and residents. The objectives were to identify current challenges and educational requirements for EBM research competencies, develop an SDL program, and analyze factors influencing successful implementation. A mixed-methods research and development design was employed across three distinct phases. The program design was informed by qualitative data derived from focus group discussions and interviews. Quantitative data were collected through pre- and post-intervention evaluations of EBM research knowledge and skills. The SDL curriculum was developed based on Boyle's framework for non-formal education programs, Knowles' approach to self-directed learning, and Sackett's principles of evidence-based medicine. Results revealed that learning needs were categorized into curriculum and instructional design, learner characteristics, and learning environments. Quantitative findings showed significant improvements in participants' EBM research knowledge and skills following the program (p < .05). Key success factors included program adaptability, learner preparedness, instructional support, and high-quality content. Conversely, significant barriers included time constraints, excessive workloads, and technological limitations. These findings underscore the potential of SDL-based approaches in health professions education.