Assessment of Learning Approaches of Saudi Dental Students Using the Revised Two-Factor Study Process Questionnaire: A Cross-Sectional Study

Abstract

Purpose: The aim of this study was to assess the learning approaches of undergraduate dental students in Saudi Arabia. Methods: This was a cross-sectional study in which an electronic questionnaire using the Biggs Revised two-factor Study Process Questionnaire (R-SPQ-2F) was completed by 222 undergraduate dental students from 1st year to 5th year. R-SPQ-2F contains 20 items to measure learning approaches through a structural model contrasting deep and surface learning. Results: The mean value of the deep approach was higher among 4th- and 5th-year students than among 1st-, 2nd-, and 3rd-year students. The mean values of the surface approach in male subjects and subjects with lower grade point averages were statistically significantly higher than those of the deep approach. Conclusion: This study highlights that dental students have a greater tendency to adopt the surface approach in their preclinical years and in the 3rd year when they experience a transition to clinical training. A deep approach to learning was mostly adopted among 4th- and 5th-year dental students. The surface approach was higher among male than female students. Students who used a deep approach had higher academic achievement than students who used a surface approach.