Abstract
Introduction: Learning approach is impacted by character attributes, domain of study, assignments assigned and requirements of medical/dental program. This helps in acquiring cognition through surface and deep learning that influences the amount and standard of learner’s acquisition of knowledge. 
 Aims & Objectives: The objective of this work was to appraise Learning Approach (Deep or Surface Learning) of dental students at a public sector medical college.
 Place and duration of study: Bolan Medical College, Quetta, June-November 2016.
 Material & Methods: After ethical approval, a descriptive observational Census was conducted using RLS tool on 85 BDS (Bachelors of Dental Surgery) students at Bolan Medical College, Quetta. Data was collected on 14 RLS Likert scale variables and analyzed with SPSS version 20.
 Results: Eighty-five students participated in study; the response rate was 89.4%. Females constituted 72% of the participants with a mean composite RLS score of 64.26 ± 12.46. Highest mean score was noted for variable 6 (aware of learning task 6.07 + 1.46) with 85% reporting a positive attitude, followed by 71% on variable 14 (self-assess 5.36+ 1.95),68% on variable 12 (use capacity to reflect 5.24 + 1.66) and variable 8 (ponder for learning 5.24 + 1.59). Sixtyseven percent students were able to eliminate study related negative feelings. No statistically significant differences were found between genders and four academic years on all 14 items.
 Conclusion: BDS students demonstrated deep learning behavior through mitigating their negative thinking, memorizing learned material, self-assessment of their work and clarifying concepts by making association among themes to better understand the acquired knowledge and impression about subjects.
Highlights
Learning approach is impacted by character attributes, domain of study, assignments assigned and requirements of medical/dental program
Between groups comparisons of scores using Kruskal Wallis (KW) test presented in Fig-1 indicated that statistically significant differences between the four academic years existed on items one, six, seven and eleven
In current study students of 2nd year BDS got highest mean on item number 1 and 8 (Carefully Planned and Ponder to Learn with 5.93±1.52 and 1.56 respectively), second highest number was taken on item number 5 (Process Mentally with 5.43±) while item number 9 (Change My-self for Study) and ten (Reflect Systematically) were 3rd and 4th in number (5.18± 1.72 and 5.00±1.09 respectively) Students of 3rd year achieved highest mean on item number 6 (Aware of Learning Task with 6.61± 0.80), 2nd highest number in item number 7 and 11 (Interrelate Topics 5.80±1.60 and Make Summary 5.80± 1.36 respectively) and 3rd number at item number 2 (Discuss with Colleagues with 5.04±1.90)
Summary
Learning approach is impacted by character attributes, domain of study, assignments assigned and requirements of medical/dental program This helps in acquiring cognition through surface and deep learning that influences the amount and standard of learner’s acquisition of knowledge. Intrinsically motivated students monitor their learning to understand as deep learners.[6] Approaches to learning adopted by students provide actual judgment tool for student’s learning and stimulate reflective work through regulating selfdirected learning It appears to be a critical calculate in deciding both the amount and attribute of their studying assist in making a difference to instructors to talk about students studying behavior and will influence information of teaching environment.[5,7] It provides an attainable appraisal device that assist in studying and memorization that motivates reflective writing by
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