Approaches to learning and academic performance in pharmacology among second-year undergraduate medical students

Ashwin Kamath,Rashmi Rao,Sheetal D Ullal,Preethi J Shenoy

doi:10.15448/1980-6108.2018.4.32395

Ashwin Kamath, Rashmi Rao + Show 2 more

Open Access

https://doi.org/10.15448/1980-6108.2018.4.32395

Copy DOI

Abstract

AIMS: To determine the learning approach of second-year undergraduate medical students and whether a surface or deep approach to learning had any correlation with the pharmacology sessional and university examination marks obtained.METHODS: A cross-sectional study was conducted among second-year medical students in their fifth semester. To determine the students’ learning approach, whether superficial or deep, we used the Revised Two Factor Study Process Questionnaire (R-SPQ-2F), which contains 20 items in the form of a five-point Likert scale and is suitable for use in higher education settings. Cronbach’s alpha was calculated using the scores obtained from a sample of 20 students to determine the internal consistency. To determine the relationship between the learning approach and examination scores, the average of the individual sessional examination marks and the university examination scores obtained by the students were calculated.RESULTS: Of the 170 students who participated in the study, 87 (51.2%) were females. The Cronbach’s alpha value was considered acceptable for both surface and deep approach. While the academic performance was significantly better in females (U = 2571.5; p = 0.001), no difference was seen in the learning approach based on gender. Fifty (29.4%) students had a higher score for the surface approach. This group had lower examination scores compared with those with equal scores for surface and deep approach or higher scores for the deep approach. A weak negative correlation was seen between the examination marks and surface approach (τb = −0.167; p = 0.002). When analyzed based on gender, the correlation was statistically significant only in females (τb = −0.173; p = 0.02).CONCLUSIONS: A weak negative correlation was seen between the examination marks and surface approach to learning. Although statistically significant, the actual difference between the groups was of a small magnitude. Hence, whether promoting deep learning approach improves academic performance in terms of marks obtained in the examination needs to be confirmed by further studies.

Highlights

The medical curriculum is designed to enable students to become basic doctors at the end of the course
A weak negative correlation was seen between the examination marks and surface approach to learning
Whether promoting deep learning approach improves academic performance in terms of marks obtained in the examination needs to be confirmed by further studies

Summary

Introduction

The medical curriculum is designed to enable students to become basic doctors at the end of the course. The students’ approach to learning is determined by their prior knowledge, ability, and personal preferences as well as by the nature of the content being taught, methods of teaching and assessment, the institutional climate and procedures, etc. The learners’ perception about the subject and motivation can determine the learning approach; the teaching and assessment methods used and the learning environment can influence the learning approach [2]. In an individual with surface approach to learning, the primary concern is to pass the examinations, and predominantly depends on rote learning; those with an interest in the subject and a desire to understand the subject matter adopt the deep learning approach; strategic approach involves using a combination of surface and deep approach based on the intrinsic motivation and the nature of work to be accomplished [5, 6]

Methods

Results

Discussion

Conclusion