Abstracts presented at the Winter Meeting of the British Association of Clinical Anatomists on 10th December 2015 at St. George's, University of London, Cranmer Terrace, London, United Kingdom

Abstract

Questionnaires based studies of learning style/approach have influenced the design of modern medical curricula. Questions remain about the validity of these questionnaires across ever evolving student populations as approaches to learning almost inevitably change during medical school. This pilot study aims to identify differing learning approaches in first year medical students and determine a relationship with academic performance in an established curriculum designed to prepare for the United States Medical Licensing Examination. Fifty-one semester-I medical students participated in this study through completing the Approaches and Study Skills Inventory for Students (ASSIST) and the Dundee Ready Education Environment Measure (DREEM). DREEM scores showed a positive educational climate. Preferred approach to learning was 31%, 61%, and 8% for deep, strategic and surface approaches respectively. No significant difference was found between examination performance across students who adopted differing learning approaches. Performance correlated with both strategic (r=0.276, P<0.05) and surface learning approaches (r=-0.423, P<0.05). This study highlights the need to further investigate the efficacy of applying the results of questionnaires to curriculum design. Accounting for changes in student learning approach over the first year of medical school may be key in applying theory into practice.