Background This study investigated the relevance of the revised 2-factor study process questionnaire (R-SPQ-2F) for exploring medical students’ approaches to learning in Qatar and identify how factors like gender, age, educational attainment, and prior experience with health care influence students’ adoption of deep approaches to learning. Methods The sample consisted of 108 medical students (44% male, 56% female) from all four years of medical school at Weill Cornell Medicine-Qatar (WCM-Q). Participants completed the 20-item R-SPQ-2F questionnaire to measure their learning approaches through a structural model contrasting deep and surface learning. Participants also completed a survey collecting demographic information. Results Statistical analysis revealed significant differences in deep learning approaches across year levels for both men and women. Additionally, educational attainment played a significant role in students’ approaches to learning. Conclusions Based on structural equation modeling, this cross-verification study supports the R-SPQ-2F instrument and offers additional evidence for its robustness and application to medical education. These findings may help educational and program leaders in Qatar better understand medical students’ learning approaches to enhance their pedagogical practices.

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Background This study investigated the relevance of the two-factor R-SPQ-2F questionnaire designed by Biggs et al for exploring the learning approaches of medical students in Qatar and identify whether factors like gender, year level, and educational attainment influence student learning. Methods The sample consisted of 108 medical students (44% male, 56% female) from all four years of medical school at Weill Cornell Medicine-Qatar (WCM-Q). Participants completed the 20-item R-SPQ-2F questionnaire to measure their learning approaches through a two-factor structural model that contrasts deep and surface learning. Participants also completed a survey collecting demographic information. Results Statistical analysis revealed significant differences in deep learning approaches across year levels for both males and females. Additionally, educational attainment played a significant role in learning approach preference. Conclusions Based on structural equation modeling, this cross-verification study supports the two-factor R-SPQ-2F instrument and offers additional evidence for its robustness and application to medical education. These findings may help educational and program leaders in Qatar better understand medical students’ learning approaches to enhance their pedagogical practices.