Students' general learning approaches and performances in medical school: a longitudinal study.

Abstract

To examine the relationship between students' learning approaches and performances in a baccalaureate--MD degree program over six years, from orientation to the final year. At the University of Missouri-Kansas City School of Medicine, the short-form Lancaster Approaches to Studying Inventory was administered to the matriculating classes of 1988 (100 students) and 1989 (102 students) at the beginning of the first and second semesters of years 1 and 2 and during the first semester of years 3 through 6 for the class of 1988 and years 3 through 5 for the class of 1989. Seven learning-approaches dimensions from the inventory were regressed against 16 academic and clinical performance measures. As anticipated, a consistent predictive pattern emerged. Students who scored high on achievement motivation (efficient study habits and an extrinsic need to succeed) but who scored low on reproducing orientation (rote memory) and globetrotting (a fragmented approach to studying) achieved higher grade-point averages in years 1, 2, and 4 than did their counterparts who scored low on achievement motivation and high on reproducing orientation and globetrotting. The utility of the remaining learning-approaches dimensions for performances in specific courses and clinical rotations varied. The data also indicated that the initial level of students' learning approaches is an important qualifier of the predictive capability of the dimensions for students' performances. The results prompted a revised model of how learning approaches relate to performance. The model incorporates students' initial scores on learning approaches as an element that influences students' perceptions of the educational context. In turn these perceptions have an impact on students' selections of learning approaches that are associated with performance.