Factors influencing medical students’ approaches to learning in Qatar

Abstract

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.

Flipped online teaching of histology and embryology with design thinking: design, practice and reflection

“…The main requirements of mixed teaching are to integrate pre-recorded videos into the course as a whole and provide online learning resources to supplement face-to-face teaching in an organized and selective way [ 27 ] As assessment expert Mag says, if you are teaching something that cannot be assessed, you are already in an awkward position-that is, you can't explain the teaching content clearly [ 28 ] Therefore, reasonable teaching objectives in mixed teaching can make teachers and students reach a common understanding and consensus on learning results, enhance emotional communication and resonance between teachers and students, and jointly promote the implementation of curriculum teaching. The successful implementation of online flip class needs certain network and students' enthusiasm and cooperation At the same time, teachers need to be particularly familiar with the curriculum to design lectures and targeted comments [ 29 ].…”

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“…Basic sciences have been recognized as the fundament component of medical and paramedical curricula as it is impossible to acquire new knowledge without getting acquisition with the core concepts [18]. Although apart from interest in the subject, desire to become high achiever also leads to inclination of students towards in depth learning [19] yet in-depth learners are more prone to link the course content to their preceding knowledge and hence more capable of building schema in their brain [20]. A study recently done by Qureshi SS et al among medical students at a Qatar medical school by using revised 2 factor study process questionnaire revealed gender and academic year-based difference in learning approaches [21].…”

Flipped online teaching of histology and embryology with design thinking: Design, practice and reflection

“…The successful implementation of an online ipped classrooms requires a certain degree of network quality and the enthusiasm and cooperation of students. At the same time, teachers need to be particularly familiar with the curriculum to design lectures and targeted comments [30]. Two teachers from the HE teaching and research team (1 teacher with 15 years of teaching experience, and 1 with 2 years of teaching experience) love teaching and are very willing to invest time and energy in educational research.…”