Etude descriptive des pratiques d’apprentissage
d’étudiants en quatrième année de médecine dans une faculté
française et de leurs performances à résoudre un problème

Pottier, P.; Derkinderen, Pascal; Barrier, J.; Sévin, M.; Rogez, J.-M.; Planchon, B.

doi:10.1051/pmed:2008006

Cited by 3 publications

(5 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These findings are consistent with previous researchers mentioning deep approaches to learning as most dominant (Pottier et al, 2008;Mogre & Amalba, 2014). Given that the students answered the questionnaire in relation to the study of their statistics course, their approaches are likely related to the specific context of statistics course for students in this department of Management, at Unikin.…”

Section: Descriptivessupporting

confidence: 80%

“…Nevertheless, it is important to note that when the original findings are considered (.64 and .73) (Biggs et al, 2001), our surface and deep scales appear to be respectively more and less reliable. Unlike previous studies (Biggs et al, 2001;Pottier et al, 2008), the deep scale appears to be the least reliable. In this way, these findings deviate from those reporting that the surface scale is not only the less portable but also the less reliable scale across cultures (Richardson, 1994).…”

Section: Reliabilitycontrasting

confidence: 43%

See 1 more Smart Citation

Students’ Approaches to Learning: Validating Study Processes Questionnaire for Use in Congolese Setting

Kapinga-Mutatayi¹,

Mukendi²,

Elen³

et al. 2018

JAER

View full text Add to dashboard Cite

Learning outcomes are mostly determined by students' approaches to learning (SAL). The Study Process Questionnaire (SPQ) is one of the most used instruments assessing SAL. Researchers from various contexts have either validated or used the SPQ. A few studies in African contexts have investigated its psychometrics properties or used it as such. However, none of them -to the best of our knowledge -stem from a French African context. The current paper fills this gap by exploring the reliability and the validity of the R-SPQ-2F (SPQ revised version) in a Congolese setting. In line with the original findings, the main scales (Deep and Surface) were found to be acceptably reliable whereas the subscales reliability was questioned. At the dimension level, the construct validity was confirmed though items-based analysis showed disappointing results. The results also revealed a positive correlation between both main scales. Findings are discussed for further investigations.

show abstract

Section: Descriptivessupporting

confidence: 80%

Section: Reliabilitycontrasting

confidence: 43%

Students’ Approaches to Learning: Validating Study Processes Questionnaire for Use in Congolese Setting

Kapinga-Mutatayi¹,

Mukendi²,

Elen³

et al. 2018

JAER

View full text Add to dashboard Cite

show abstract

“…Only 12.4% mastered these skills. Researchers in other studies have also observed increasing difficulties in time management for their samples (Boulet et al, 1996;Pottier et al, 2008). These results can also be explained by factors such as the amount of content to learn.…”

Section: Success and Learningmentioning

confidence: 92%

“…The lack of experience of students (freshly integrated into university studies) could also explain the results. Indeed, a prospective conducted by the team of Pottier on fourth-year students showed that the deep learning approach predominates (Pottier et al, 2008).…”

Section: Success and Learningmentioning

confidence: 99%

Success and Learning Strategies: A Survey of Students at the Faculty of Dentistry in Casablanca

Benfaida,

Al Jalil,

Chaouir

et al. 2023

EJEDU

View full text Add to dashboard Cite

Objective: The present study aimed to evaluate the learning strategies used by the students of the 2nd year of the Faculty of Dentistry in Casablanca. Methodology: A cross-sectional study was conducted among second-year dental students after informed consent. A modified WOLF questionnaire, “My intellectual work tools,” was distributed. It included 37 closed questions on self-reported study practices in four categories: cognitive, metacognitive, affective, and resource management. Data entry and statistical analysis were performed using SPSS software in the Laboratory of Community Health Epidemiology and Biostatistics. Results: 86.9% of students were active in meaning-making, reformulation, and exemplification. 9.7% mastered highlighting relationships and structuring. 42.8% reorganized information according to personal criteria. For memorization, the students used both types with a predominance of the appropriative form. For metacognitive, affective, and management strategies, 21.4% systematically anticipated evaluation situations. For time management, 12.4% planned and managed their time regularly. In terms of self-confidence, 17.2% stated that they had complete self-confidence. Conclusion: Except for memorization and comprehension strategies, all the tools assessed were little used and/or not mastered by the students. To help students master these strategies, increased use of differentiated pedagogies such as flipped classrooms and MOOCS, and OSCE assessments should take place. Workshops and seminars on learning strategies should be provided to reinforce the course administered in the first year.

show abstract

“…On peut supposer que des étudiants en santé travaillant en profondeur seront plus autonomes dans leur apprentissage et mieux préparés à la formation continue ultérieure [10,11] . De plus, des travaux antérieurs montrent que la façon de travailler adoptée par les étudiants dépend beaucoup du contexte de formation en particulier de la forme des cours et du type d'évaluation [12,13] .…”

Section: Contexteunclassified

Approches d’apprentissage et réussite en première année commune des études de santé (PACES) en France

et al. 2016

View full text Add to dashboard Cite

The common first year of health studies (PACES) was implemented in September 2010 in France. First-year classes are quite large. There is also a significant amount of information to memorize and a selective highly competitive final exam. In this special context, we implemented learning approaches adopted by students and studied their impact on academic achievement. Material and methods: A French translation of John Biggs' R-SPQ-2F questionnaire was administered to PACES students before the mid-term exams in December 2011. Specific learning approaches were determined following an exploratory factor analysis and a selection of relevant items in the context. A binomial regression model was used to assess the association between approaches and high grades at mid-term exams. Results: Overall 1.977 students were included in the analysis. Students with greater chances of success were the ones who i) were interested in their studies (relative risk (RR) of success = 1.5) and ii) focused exclusively on course material (surface approach, RR = 1.4). Students who learned by heart (surface approach) were 1.6 times more at risk to fail than the others. Conclusion: This very selective and stressful exam benefits students who adopt strong surface approaches in order to succeed rather than develop in-depth approaches involving thorough training.

show abstract

Etude descriptive des pratiques d’apprentissage d’étudiants en quatrième année de médecine dans une faculté française et de leurs performances à résoudre un problème

Cited by 3 publications

References 21 publications

Students’ Approaches to Learning: Validating Study Processes Questionnaire for Use in Congolese Setting

Students’ Approaches to Learning: Validating Study Processes Questionnaire for Use in Congolese Setting

Success and Learning Strategies: A Survey of Students at the Faculty of Dentistry in Casablanca

Approches d’apprentissage et réussite en première année commune des études de santé (PACES) en France

Contact Info

Product

Resources

About