-
Distribution and academic significance of learning approaches among pre-clinical medical students at Trinity School of Medicine, St Vincent and the Grenadines
-
Keshab Raj Paudel, Hari Prasad Nepal, Binu Shrestha, Raju Panta, Stephen Toth
-
J Educ Eval Health Prof. 2018;15:9. Published online April 6, 2018
-
DOI: https://doi.org/10.3352/jeehp.2018.15.9
-
-
34,036
View
-
264
Download
-
5
Web of Science
-
5
Crossref
-
Abstract
PDFSupplementary Material
- Purpose
Different students may adopt different learning approaches: namely, deep and surface. This study aimed to characterize the learning strategies of medical students at Trinity School of Medicine and to explore potential correlations between deep learning approach and the students’ academic scores.
Methods The study was a questionnaire-based, cross-sectional, observational study. A total of 169 medical students in the basic science years of training were included in the study after giving informed consent. The Biggs’s Revised Two-Factor Study Process Questionnaire in paper form was distributed to subjects from January to November 2017. For statistical analyses, the Student t-test, 1-way analysis of variance followed by the post-hoc t-test, and the Pearson correlation test were used. The Cronbach alpha was used to test the internal consistency of the questionnaire.
Results Of the 169 subjects, 132 (response rate, 78.1%) completely filled out the questionnaires. The Cronbach alpha value for the items on the questionnaire was 0.8. The score for the deep learning approach was 29.4± 4.6, whereas the score for the surface approach was 24.3± 4.2, which was a significant difference (P< 0.05). A positive correlation was found between the deep learning approach and students’ academic performance (r= 0.197, P< 0.05, df= 130).
Conclusion Medical students in the basic science years at Trinity School of Medicine adopted the deep learning approach more than the surface approach. Likewise, students who were more inclined towards the deep learning approach scored significantly higher on academic tests.
-
Citations
Citations to this article as recorded by
- Evaluating the Dynamics of Learning Approaches: A Systematic Review Investigating the Nexus Between Teaching Methods and Academic Performance in Medical and Dental Education
Marlen A. Roehe, Carmen Trost, Julia S. Grundnig, Anahit Anvari-Pirsch, Anita Holzinger Educational Psychology Review.2024;[Epub] CrossRef - Predictors of undergraduate occupational therapy students’ academic performance during the Covid-19 pandemic: A hierarchical regression analysis
Ted Brown, Luke Robinson, Kate Gledhill, Mong-Lin Yu, Stephen Isbel, Craig Greber, Dave Parsons, Jamie Etherington Scandinavian Journal of Occupational Therapy.2023; 30(4): 475. CrossRef - Student characteristics associated with dominant approaches to studying: Comparing a national and an international sample
Mikkel M. Thørrisen, Gry Mørk, Lene A. Åsli, Astrid Gramstad, Linda Stigen, Trine A. Magne, Tove Carstensen, Susanne G. Johnson, Ted Brown, Hua B. Lim, Kenneth N. K. Fong, Tore Bonsaksen Scandinavian Journal of Occupational Therapy.2022; 29(1): 13. CrossRef - Development and Preliminary Validation of the Physical Education-Study Process Questionnaire : Insights for Physical Education University Students
Amayra Tannoubi, Noomen Guelmami, Tore Bonsaksen, Nasr Chalghaf, Fairouz Azaiez, Nicola Luigi Bragazzi Frontiers in Public Health.2022;[Epub] CrossRef - The Effect of Medical School Students' Study Approaches on Academic Achievement
Zerrin GAMSIZKAN, Mehmet GAMSIZKAN Online Türk Sağlık Bilimleri Dergisi.2022; 7(3): 473. CrossRef
|