2015
DOI: 10.1080/10401334.2015.1046734
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Exam Success at Undergraduate and Graduate-Entry Medical Schools: Is Learning Style or Learning Approach More Important? A Critical Review Exploring Links Between Academic Success, Learning Styles, and Learning Approaches Among School-Leaver Entry (“Traditional”) and Graduate-Entry (“Nontraditional”) Medical Students

Abstract: A note on versions:The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher's version. Please see the 'permanent WRAP url' above for details on accessing the published version and note that access may require a subscription. When it comes to establishing the value of learning styles for medical students, a further issue emerges. The demographics of medical students in the UK have changed in recent years, so pa… Show more

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Cited by 90 publications
(79 citation statements)
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References 40 publications
(51 reference statements)
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“…In Western research, similar trends have been obtained in medical education, although a strategic approach is more strongly related to academic performance than is a deep approach (for reviews, see Feeley & Biggerstaff, 2015;Ferguson, James, & Madeley, 2002). Undergraduate medical students endorse a deep approach and a strategic approach more than a surface approach, although both a deep approach and a strategic approach may be more common among postgraduate medical trainees and practising physicians (Cebeci, Dane, Kaya, & Yigitoglu, 2013;Newble & Hejka, 1991;Samarakoon, Fernando, Rodrigo, & Rajapakse, 2013).…”
Section: Approaches To Studying In Medical Educationmentioning
confidence: 74%
“…In Western research, similar trends have been obtained in medical education, although a strategic approach is more strongly related to academic performance than is a deep approach (for reviews, see Feeley & Biggerstaff, 2015;Ferguson, James, & Madeley, 2002). Undergraduate medical students endorse a deep approach and a strategic approach more than a surface approach, although both a deep approach and a strategic approach may be more common among postgraduate medical trainees and practising physicians (Cebeci, Dane, Kaya, & Yigitoglu, 2013;Newble & Hejka, 1991;Samarakoon, Fernando, Rodrigo, & Rajapakse, 2013).…”
Section: Approaches To Studying In Medical Educationmentioning
confidence: 74%
“…The short version of the ASSIST has been used in research on students with mixed discipline backgrounds (Heinström, 2005) and on students within fields like medicine (Feeley & Biggerstaff, 2015;Liew, 2015), nursing (Martyn, Terwijn, Kek, & Huijser, 2014), psychology (Prat-Sala & Redford, 2010 and mathematics and computer science (Bälter, Cleveland-Innes, Petterson, Scheja, & Svedin, 2013;Svedin & Bälter, 2016). Heinström (2005) reported that the short scales correlate strongly with the respective full scales (strategic scales: r =0.91; deep and surface scales: r = 0.93).…”
Section: Introductionmentioning
confidence: 99%
“…These students were driven by a fear of failure. Students’ use of deep approaches were considered desirable since they were impacting students’ learning outcomes [5]: several authors showed that students’ use of deep approaches predicted their academic performance, and that students who passed their exams very well had used deeper approaches than those who had done less well [68]. …”
Section: Introductionmentioning
confidence: 99%