The fight against professional obsolescence should begin in the undergraduate curriculum

This study measured the readiness toward self-directed learning (SDL) of th e 1994 Physiotherapy BSc (Honours) cohort (Cardiff, UK) and describes their learning preferences over the three-year course and the following six mont hs. The results were analysed for change with rime and maturity. On admissi on mature students were found to be significantly more ready for SDL (p < 0 .05) than the school-leavers and this trend continued throughout the three and a half years. Changes in SDL were similar in both groups over time. Bot h groups' preference for concrete learning increased significantly during t he course (p < 0.05), and persisted after graduation. Preference for studen t structured learning was persistently low, although a slight improvement w as noted towards finals. The results are discussed in terms of the influenc e of curriculum demands on the assessed measures and the implications for t he lifelong learning capabilities of the new graduates. Physiotherapy educa tors should consider the implications for professional development.