Approaches to learning and studying in medical students: validation of a revised inventory and its relation to student characteristics and performance

Mattick, Karen; Dennis, Ian; Bligh, John

doi:10.1111/j.1365-2929.2004.01836.x

Cited by 135 publications

(151 citation statements)

References 17 publications

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“…We defined the learning outcomes of each house officer in this study as the class rank of the house officer in his/her graduating class [16]. It can be calculated by the following algebraic function:…”

Section: Methodsmentioning

confidence: 99%

The relationships between the medical learners’ motivations and strategies to learning medicine and learning outcomes

Liang

Chen

Hsu

et al. 2018

Medical Education Online

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Background: One of the strongly theorized areas of research associated with learning outcomes has been the approaches to learning. Few studies have been focused on examining the relationship between the approaches to learning medicine (ALM) and learning outcomes. Objectives: The objectives were: (1) to conduct psychometric testing of the ALM questionnaire; and (2) to examine the association between medical learners’ ALM and learning outcomes. Design: We developed the ALM questionnaire which was a modification of the Revised Learning Process questionnaire. We defined the learning outcome of each house officer as the class rank in his/her graduating class. Exploratory factor analysis was used to examine the factor structure of the ALM questionnaire. We conducted Pearson’s and Spearman’s Rank correlation coefficients for examining the linear relationships between two continuous variables, and between a continuous variable and a categorical variable, respectively. Stepwise multivariate linear regression analysis with backward elimination was undertaken to examine the correlation between the ALM and the learning outcome. Results: A house officer with deep strategies (relating multiple ideas and truly understanding the course content) or surface motivations (aim for qualification) was more likely to have a better learning outcome as indicated by a better class rank based on his/her academic performance. Furthermore, a house officer with surface learning strategies (minimizing the study scope to merely passing the examination) to learning medicine was more likely to have an unfavorable class rank. Conclusions: This study represents the first report of the correlation between house officers’ ALM and learning outcomes. House officers with deep strategies were more likely to have better learning outcomes. In particular, house officers with a surface motive to learning medicine, i.e., aiming for qualification, were surprisingly correlated with better learning outcomes.

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Section: Methodsmentioning

confidence: 99%

The relationships between the medical learners’ motivations and strategies to learning medicine and learning outcomes

Liang

Chen

Hsu

et al. 2018

Medical Education Online

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“…There is general agreement that students' own study behaviors and engagement with the study materials are of great importance for their subsequent study results (Diseth & Martinsen, 2003;Kusurkar, Ten Cate, Vos, Westers, & Croiset, 2013;Mattick, Dennis, & Bligh, 2004;Richardson, Abraham, & Bond, 2012;Salamonson et al, 2013). Building on the work of Marton and Säljö (1976) four decades ago, Entwistle and Ramsden (1983) introduced a much used conceptual framework in an attempt to distinguish between the qualitatively different approaches to studying that students employ.…”

Section: Introductionmentioning

confidence: 99%

Psychometric Properties of the Short ASSISTScales

Bonsaksen¹

2018

Uniped

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Background: The shortening of measurement scales may improve their feasibility, but may also affect the scales' measurement properties. This study investigated the psychometric properties of the short Norwegian Approaches and Study Skills Inventory for Students (ASSIST) among occupational therapy students.Methods: The students (n = 148) completed the Norwegian ASSIST and provided sociodemographic data. Scale structure was examined with Principal Components Analysis (PCA). Scale consistency was assessed with Cronbach's α. Bivariate associations between the full and short scales were examined with Pearson's r. Linear regression analyses were used to assess associations between scale scores and the students' average exam grade.Results: Three factors were confirmed, but one item did not fit within the deep approach scale. Cronbach's α for the scales ranged 0.64-0.71. The full-length scales were strongly associated with the corresponding short scales, r ranging 0.85-0.87. For the surface scales, the full-length and short scale scores were both associated with the students' average exam grade. For the strategic scale, only the full-length scale scores were associated with exam grade.Conclusions: The short scales of the Norwegian ASSIST have satisfactory psychometric properties and represent a feasible way of assessing students' study approaches in Norwegian higher education.

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“…El uso de estos enfoques varía según las circunstancias y no son mutuamente excluyentes (4,5) . Factores como la edad, sexo y condición socioeconómica se han relacionado con los enfoques de aprendizaje (6) . Los enfoques de aprendizaje son un reflejo de los diferentes niveles de procesamiento de información y no solo está referido a las diferencias individuales de propósitos y motivos cuando los estudiantes se enfrentan a una situación de aprendizaje, sino que también están relacionados con la utilización de las estrategias correspondientes (7) .…”

Section: Introductionunclassified

“…En un estudio reciente (13) que comparó los enfoques de aprendizaje en los estudiantes de primer año, del último año y estudiantes de posgrado, el enfoque predominante fue el estratégico en todos los grupos, con un cambio positivo hacia enfoques estratégicos y profundos en los estudiantes de posgrado. Aunque la finalidad de los distintos planes de estudio en los estudiantes de medicina es promover el enfoque profundo (14) , ya que se relaciona mejor con los aspectos de la práctica clínica (15) , los resultados siguen siendo polémicos (6,13) . Sobre la base de estos resultados controversiales consideramos llevar a cabo una investigación en los estudiantes de medicina de primer año para evaluar los enfoques de aprendizaje y rendimiento académico en las ciencias básicas y la evaluación de sus diferencias.…”

Section: Introductionunclassified

Enfoques de aprendizaje y rendimiento académico en estudiantes de medicina del primer año de la Universidad Nacional Mayor de San Marcos

Pastor¹,

Barrón²

2017

An Fac med

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Resumen Introducción. Cada año, miles de estudiantes de medicina se enfrentan al desafío de superar las asignaturas para adquirir las competencias para sus actividades profesionales. El éxito de la vida estudiantil en camino a la profesión depende de muchos factores incluyendo los enfoques de aprendizaje. Objetivo. Determinar los enfoques de aprendizaje predominantes de los estudiantes de medicina del primer año y su relación con el rendimiento académico. Diseño. Estudio observacional, descriptivo, de corte transversal, cuantitativo. Lugar. Facultad de Medicina, Universidad Nacional Mayor de San Marcos, Lima, Perú. Participantes. Estudiantes de la Facultad de Medicina. Intervenciones. A 130 estudiantes de la Facultad de Medicina matriculados en la asignatura de Biología celular y molecular, se aplicó una versión corta del cuestionario Approaches and Study Skills Inventory for Students (ASSIST) y se evaluó la relación de enfoques de aprendizaje con rendimiento académico. La asociación de las subescalas del cuestionario se evaluó mediante análisis factorial y la consistencia interna mediante análisis alfa de Cronbach. La relación de cada enfoque de aprendizaje y el rendimiento académico se evaluó mediante análisis de regresión. El efecto de la edad, sexo y sus interacciones con cada enfoque de aprendizaje se evaluó con la prueba ANOVA de dos vías. Principales medidas de resultados. Puntaje de los enfoques de aprendizaje profundo, estratégico y superficial. Resultados. El puntaje total de los enfoques de aprendizaje profundo, estratégico y superficial fueron 22,4, 20,4 y 15,4, respectivamente. Hubo correlación significativa entre la puntuación de exámenes teóricos y enfoque estratégico (p=0,004). No se encontraron diferencias con relación a edad y sexo. Conclusiones. El enfoque profundo fue el predominante en estudiantes de medicina del primer año de la Universidad Nacional Mayor de San Marcos. Se encontró correlación significativa entre el enfoque estratégico y el rendimiento académico. Palabras clave. Enfoques de Aprendizaje; Cuestionario ASSIST; Estudiantes de Medicina; Rendimiento Académico. Abstract Introduction: Every year thousands of medical students face the challenge of overcoming academic subjects to acquire skills for their professional activities. The success of the student's life on the way to the profession depends on many factors including learning approaches. Objective: To determine the predominant learning approaches in the first year medical students and their relationship to academic achievement. Design: Observational, descriptive, quantitative study. Institution: Faculty of Medicine, Universidad Nacional Mayor de San Marcos, Lima, Peru. Participants: Medical students. Interventions: The short version of the questionnaire Approaches and Study Skills Inventory for Students (ASSIST) was applied to 130 first year medical students enrolled in the Cellular and Molecular Biology subject; the relationship of learning approaches with academic performance was evaluated. The association of the subscales w...

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Approaches to learning and studying in medical students: validation of a revised inventory and its relation to student characteristics and performance

Abstract: The ALSI is valid for use in medical students and can uncover interesting relationships between approaches to studying and student characteristics. In addition, the ALSI has potential as a tool to predict student success, both academically and beyond qualification.

Cited by 135 publications

References 17 publications

The relationships between the medical learners’ motivations and strategies to learning medicine and learning outcomes

The relationships between the medical learners’ motivations and strategies to learning medicine and learning outcomes

Psychometric Properties of the Short ASSISTScales

Enfoques de aprendizaje y rendimiento académico en estudiantes de medicina del primer año de la Universidad Nacional Mayor de San Marcos

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