Abstract
Evaluation of student learning strategies can be a useful way of measuring the impact of educational interventions, and provide information to educators about how best to engage students during their teaching. The Study Process Questionnaire has been widely used to evaluate student learning strategies. Students in the 2014 and 2015 year 1 cohorts of the osteopathy program at Victoria University completed the revised Study Process Questionnaire (R-SPQ-2F) as part of a larger study investigating the assessment and evaluation practices in the program. Confirmatory factor analysis was used to determine the fit of the data to the 2 factor structure of the R-SPQ-2F. Satisfactory fit was achieved through the removal of one item and the internal consistency was acceptable. This study proposes a version of the R-SPQ-2F that could be used in an Australian osteopathy student population.
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