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Hari Prasad Nepal 1 Article
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
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  • 3 Citations
AbstractAbstract 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  
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    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
  • 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.2022; : 1.     CrossRef

JEEHP : Journal of Educational Evaluation for Health Professions