Learning approach preferences of medical students in different grades

Abstract

In order to support medical students' learningthe manner in which their learning occurs-the quality and development of the learning process needs to be better understood. This research aims to determine the learning approaches preferred by medical school students and the changes that occur over time. Materials and Methods: A Cross-sectional study was applied, including in the follow-up study. The study group comprised first-year students enrolled at Hacettepe University Faculty of Medicine from 2011 to 2015 (n = 2714). The follow-up study was conducted in May 2016. This time 1195 students participated. The "Learning Approaches and Study Skills Scale" (ASSIST) was utilized. The scores of the students' learning approaches in the first year were compared to examine the changes in the learning approaches they preferred in the research over the years. In addition, students' first and second scores were compared. Results: Participation rate of the study was 80%. Students who completed the ASSIST both times (n = 1195) resulted in a response rate of 55%. Learning approaches scores of students between 2011 and 2014 were ranked strategic, deep, and surface learning approaches, respectively. However, in 2015 it was ranked deep, strategic, and surface learning. cohorts. Medical students preferred the strategic learning approach in the first year. Their preference differed in the second assessment. Surface learning scores increased when compared with the first assessment. Conclusion: Learning skills of students should be supported not only in the first year but also throughout the entire teaching period. Strategic and deep learning scores decreased in the second assessment, while the mean score of the surface learning approach increased in all.

Examining the differentiation in pre-service mathematics teachers’ learning and studying approaches according to self-reinforcing, and persistence

“…This situation may have arisen as a result of the fact that pre-service teachers did not receive training on learning strategies or that their study habits did not change across the grade levels. As a matter of fact, Turan et al (2020) stated in their study that training activities at the higher education level are effective on students' learning approaches. Lack of such kind of trainings in the undergraduate education may be the reason for the non-differentiation.…”