Abstract
ObjectivesTo assess learning approaches of 1st, 2nd, and 3rd-year medical students by using revised two-factor study process questionnaire, and to assess reliability and validity of the questionnaire.MethodsThis cross-sectional study was conducted at the College of Medicine, Riyadh, Saudi Arabia in 2014. The revised two-factor study process questionnaire (R-SPQ-2F) was completed by 610 medical students of both genders, from foundation (first year), central nervous system (second year), medicine and surgery (third year) courses. The study process was evaluated by computing mean scores of two research study approaches (deep & surface) using student’s t-test and one-way analysis of variance. The internal consistency and construct validity of the questionnaire were assessed using Cronbach’s α and factor analysis.ResultsThe mean score of deep approach was significantly higher than the surface approach among participants(t(770)=7.83, p= 0.000) for the four courses. The mean scores of deep approach were significantly higher among participants with higher grade point average (F(2,768)=13.31, p=0.001) along with more number of study hours by participants (F(2,768)=20.08, p=0.001). The Cronbach’s α-values of items at 0.70 indicate the good internal consistency of questionnaire used. Factor analysis confirms two factors (deep and surface approaches) of R-SPQ-2F.ConclusionsThe deep approach to learning was the primary approach among 1st, 2nd and 3rd-year King Saud University medical students. This study confirms reliability and validity of the revised two-factor study process questionnaire. Medical educators could use the results of such studies to make required changes in the curriculum.
Highlights
The learning approach and study methods are the bi-fold processes by which a student obtains, understands, and retains knowledge to perform better in examinations
The comparison of mean scores of deep and surface approaches for each of the four courses shows highly statistically significant difference in the mean scores in which the mean scores of deep approach are significantly higher than the mean scores of surface approach for all the four courses of the curriculum
The results show that the deep approach scores of the study participants are higher than the surface approach scores
Summary
The learning approach and study methods are the bi-fold processes by which a student obtains, understands, and retains knowledge to perform better in examinations. Learning styles are stable traits that affect the learner's information processing and his cognition regarding attention, perception and thinking.[2] In the field of medicine, medical students entail skill and competence in multiple disciplines and need to grab the wide range of acquired knowledge in the short period.[3] As per Sadlersmith, learning style is defined as the distinctive and habitual manner of acquiring knowledge, skills and attitude through study or experience.[4] Numerous methods of the learning styles are available in the literature, and each method offers the categorically different view of learning style preferences These approaches to learning include Visual, Aural, Read/write, and Kinesthetic (VARK) styles,[5] Concrete experience, Reflective Observation, Abstract Conceptualization and Active experimentation.[5,6] There are many articles available in the literature that elaborates surface and deep learning approaches among undergraduate students. This study was designed to assess the learning approaches of 1st, 2nd and 3rd-year medical students by using R-SPQ-2F questionnaire and to evaluate the reliability and validity of this questionnaire
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