Association Between Learning Approaches and Medical Student Academic Progression During Preclinical Training

Bansal, Minakshi; White, S. J.

doi:10.2147/amep.s329204

Cited by 10 publications

(11 citation statements)

References 27 publications

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“…Since previous studies have shown differences in learning approach by gender (Rajaratnam et al, 2013 ; Mirghani et al, 2014 ; Bansal et al, 2021 ), this relationship was investigated in the current study. The average DA score for students reporting as male was 31.7 ± 3.1 compared to an average score of 31.4 ± 5.5 for those reporting as female.…”

Section: Resultsmentioning

confidence: 94%

“…The purpose of this study was to explore the relationship between students’ learning approach and examination performance in an undergraduate clinically oriented Human Anatomy course. Based on previous research, it was suspected that academic success would be positively correlated with DA scores and negatively correlated with SA scores (Choo, 2006 ; Reid et al, 2007 ; Pandey & Zimitat, 2007 ; Subasinghe & Wanniachchi, 2012 ; Bliuc et al, 2011 ; Rajaratnam et al, 2013 ; Shaik et al, 2017 ; Bansal et al, 2021 ; Kamath et al, 2018 ). In addition, it was predicted that favoring a DA would result in better performance on questions that assessed higher-order learning.…”

Section: Discussionmentioning

confidence: 99%

“…While several studies have attempted to better understand this relationship (Pandey & Zimitat, 2007 ; Rajaratnam et al, 2013 ; Hobbins et al, 2020 ; Newton & Martin, 2013 ; Bansal et al, 2021 ), many fail to account for confounding factors, such as student aptitude. Additionally, most studies have not employed a study design that directly assesses whether students who take a DA to learning outperform those who take a SA on higher-order examination questions, particularly when they are delivered in multiple-choice format or are administered as part of a practical examination.…”

Section: Introductionmentioning

confidence: 99%

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Relationship between learning approach, Bloom’s taxonomy, and student performance in an undergraduate Human Anatomy course

Thompson

Lake

2023

Adv in Health Sci Educ

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Researchers have long been interested in understanding how different learning approaches impact learning outcomes. Learning approaches are often conceptualized as a dichotomy of superficial and deep, and learning outcomes are typically viewed on a cognitive scale that ranges from lower- to higher-order. While there appears to be an inherent relationship between learning approach and outcomes where superficial approaches lead to lower-order learning and deep approaches result in higher-order learning, this concept is not well documented. The purpose of this study is to better understand this relationship by evaluating whether student performance on higher- and lower-order examination questions is influenced by the approach a student takes when studying. To investigate this, survey and examination data were collected from an upper-level undergraduate Human Anatomy course at the University of Cincinnati. Results indicate that, on average, students in the course favored a deep approach to learning. The impact that learning approach had on examination performance was investigated using a series of analytical approaches, which revealed that students who took a deep approach to learning performed marginally better on both higher- and lower-order examination questions in lecture and practical examination settings. These results are contextualized within the literature, which highlights the need for more research surrounding the interrelatedness and dependency of categories within both learning approaches and cognitive levels.

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Section: Resultsmentioning

confidence: 94%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Relationship between learning approach, Bloom’s taxonomy, and student performance in an undergraduate Human Anatomy course

Thompson

Lake

2023

Adv in Health Sci Educ

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“…When considering the academic results, previous studies performed in medical students show that those with better academic score [ 9 – 11 ]. In our sample, both above and below average students showed high DA score.…”

Section: Discussionmentioning

confidence: 99%

“…When assessed in relation to learning and academic outcomes, previous data supports that a deep motivation and approach to learning, particularly the intrinsic goal orientation or Intrinsic Value (IV) and SR, are among some of the student-dependent elements with potential to accelerate learning [ 8 ]. Also, a DA to learning has been associated with better academic results [ 9 – 11 ]. However, there is scarce and conflicting data between different countries, and very little representation of European students concerning SR among medical students [ 12 – 14 ].…”

Section: Introductionmentioning

confidence: 99%

“What medical students with better academic results do: a cross-sectional analysis”

et al. 2023

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Background With university material doubling over time, medical students need to learn how to become successful life-long learners. Overall a Deep Approach (DA) to learning, and Self-Regulation (SR) skills are among the elements with a potential to accelerate learning, and Student Engagement (SE) has been associated with better university outcomes. However, specific recommendations concerning what students should do are lacking. The aim of this study was to identify above-average students’ specific attitudes and strategies toward learning. Methods A cross-sectional analysis of the answers to the validated questionnaires Revised Study Process Questionnaire (R-SPQ-2F), SE, and Motivated Strategies for Learning Questionnaire (MSLQ) of 155 s and third-year students included in a prospective interventional study in the University of Navarre in September 2020 was performed. Students were stratified according to their standardized average mean in above-average (mean > 0) and below-average (mean ≤ 0). Results Overall, 67.1% of students scored higher in DA than in Surface Approach (SA) and had very high Intrinsic Value (IV, median 5.9). A higher proportion of above-average students had DA > SA score (72.7% vs 57.1%, p = 0.05), and showed higher scores in SR (median 4.9 vs 4.3, p = 0.007) compared to below-average, while the latter scored higher in SA (median 24.5 vs 23, p = 0.04), and surface motive (median 11 vs 9, p = 0.007). No differences were found in SE, and both groups had average scores in the cooperative dimension. Differences were rooted to hard work, interest over material and prioritizing understanding over rote-learning motives and aligned strategies. Conclusions Curricula design and assessment should be aligned to promote DA and SR skills among learners. Furthermore, it is paramount that teachers help instill students with interest over material and encourage understanding and hard work, since are traits associated with better results. More studies concerning metacognition and other promising traits for becoming life-long learners and prepared professionals should be made.

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Evaluating the Dynamics of Learning Approaches: A Systematic Review Investigating the Nexus Between Teaching Methods and Academic Performance in Medical and Dental Education

Roehe,

Trost,

Grundnig

et al. 2024

Educ Psychol Rev

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In recent decades, a noticeable trend has emerged in medical and dental schools to adjust their curricula to promote learning strategies and habits geared towards long-term knowledge retention. This systematic review therefore sought to examine whether different teaching methods influence students’ preferred learning approaches (deep, strategic, and surface approach) and indirectly affect their academic performance. Furthermore, it provides a comprehensive overview of the inconsistencies evident in previous literature regarding the relationship between learning approaches and academic performance of medical and dental students. A thorough search across eight databases yielded 49 relevant studies published between the years 2000 and 2023. The majority of studies revealed that whilst deep and strategic learners tend to excel at medical or dental school, surface learners appear to struggle under intense workload and pressure. Hence, a common consensus emerged amongst the existing literature that there is a relative benefit in attempting to guide students towards deep and strategic learning habits and to minimise surface-related learning strategies. However, results also conveyed that merely modifying the teaching methods used in medical and dental schools has limited merit. As such, the results emphasised the lack of a ‘one-size-fits-all’ teaching method. Common factors influencing learning approaches were subsequently identified, and based on these findings, an outlook was put forth to integrate a cognitive neuroscience approach into higher education. These directions for future investigations aim to help students reach their full potential by understanding the processes underlying efficient learning and by being mindful of respective encouraging and discouraging factors.

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Association Between Learning Approaches and Medical Student Academic Progression During Preclinical Training

Cited by 10 publications

References 27 publications

Relationship between learning approach, Bloom’s taxonomy, and student performance in an undergraduate Human Anatomy course

Relationship between learning approach, Bloom’s taxonomy, and student performance in an undergraduate Human Anatomy course

“What medical students with better academic results do: a cross-sectional analysis”

Evaluating the Dynamics of Learning Approaches: A Systematic Review Investigating the Nexus Between Teaching Methods and Academic Performance in Medical and Dental Education

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