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J Educ Eval Health Prof > Epub ahead of print
J Educ Eval Health Prof. 2018; 15: 9.
Published online April 6, 2018.
DOI: https://doi.org/10.3352/jeehp.2018.15.9
[Epub ahead of print]
Learning approaches among the pre-clinical medical students at Trinity School of Medicine, St Vincent and the Grenadines and its academic significance
Keshab Raj Paudel1  , Hari Prasad Nepal2  , Binu Shrestha3  , Raju Panta4  , Stephen Toth5 
1Faculty of Pharmacology, Trinity School of Medicine, Ribishi, St Vincent and the Grenadines
2Faculty of Microbiology, Trinity School of Medicine, Ribishi, St Vincent and the Grenadines
3Faculty of Neuroscience, Trinity School of Medicine, Ribishi, St Vincent and the Grenadines
4Faculty of Physiology, Trinity School of Medicine, Ribishi, St Vincent and the Grenadines
5Medical Student, Trinity School of Medicine, Ribishi, St Vincent and the Grenadines
Correspondence  Keshab Raj Paudel ,Email: kpaudel@trinityschoolofmedicine.org
Editor:  Sun Huh, Hallym University, Korea
Submitted: February 8, 2018  Accepted after revision: April 6, 2018
Abstract
Purpose:
Different students may adopt different learning approaches, namely deep and surface. This study was aimed to find out the learning strategies of medical students at Trinity School of Medicine and observe a correlation between deep learning approach and academic scores of the students.
Method:
The study was a questionnaire-based cross-sectional observational study. One hundred sixty nine 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. To perform statistical analysis, the Student t-test, one-way ANOVA followed by post-hoc t-test and Pearson’s correlation test were used. Cronbach’s alpha was used to test the internal consistency of the questionnaire.
Results:
Out of 169 subjects, 132 (response rate of 78.1%) completely filled questionnaires. Cronbach’s alpha value for the questionnaire’s items was 0.8. The score of the deep learning approach was 29.4±4.6 vs. the surface approach 24.3±4.2 and the difference between them was significant (P<0.05). There was a positive correlation between deep learning approach and academic performance of the students (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 inclined more towards the deep learning approach scored significantly higher in the academic tests.
Keywords: Academic performance; Learning; Medical students; St Vincent and the Grenadines
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