Study of medical students’ learning approaches and their association with academic performance and problem-solving styles

Abstract

BACKGROUND: Learners have various processing and understanding of the environment and issues and choose different strategies for problem-solving considering learning and studying approaches. The purpose of this study was to examine medical students’ learning approaches and their association with academic performance and problem-solving styles. MATERIALS AND METHODS: This study was conducted using the descriptive-correlational method. The statistical population comprised medical students of Iran University of Medical Sciences during the academic year of 2019–2020. Of them, 168 subjects were chosen based on simple random sampling and Morgan Table. Study tools include the Standard Approaches and Study Skills Inventory for Students (ASSIST) Questionnaire, which includes 18 items and a Likert five-choice spectrum, and includes a deep, superficial, and strategic approach. Its reliability was determined by Cronbach's alpha of 0.81. Problem-Solving Style Questionnaire developed by Cassidy and Long was used. This instrument included 24 items and 6 components, and its reliability equaled 0.83, which was their grade point average. Data were analyzed using normality tests, paired t-test, Pearson correlation coefficient, and regression through SPSS 16 software. RESULTS: Results implied the positive and significant relationship between deep-strategic approaches, problem-solving styles, and academic performance of medical students ( P < 0.001); furthermore, there was no significant difference between learning approaches based on gender ( P > 0.001), while there was a significant difference between two groups in terms of problem-solving styles ( P < 0.001). CONCLUSION: Because deep and strategic approaches predict academic performance and problem-solving styles, the diagnostic assessment must be done at the beginning of the educational process to determine the type of learners’ approaches. Such an evaluation can be used to implement instructional strategies and educational designs to improve the academic performance of students.

Evaluation of Transfer of Training among Medical Educators after Attending a Faculty Development Program about Competency Based Education

“…This came in line with the findings of other studies [27,28]. Another study considered the development of the trainees' teaching methods to be one of the most important impacts of the FDPs [24].…”

“…Regarding the third level (behavior), the trained faculty gained the real benefits of training through application of their acquired new knowledge in their classes such as using sessions' ground rules, clarifying the learning objectives as well as engaging the students and checking their understanding. Likewise, another study revealed that classroom management and clearness of the objectives are considered among the features of a good teacher [24]. In addition, engaging the students helps the medical teachers to adequately understand the individual learning needs of the students and follow up their progress.…”

“…The trainees also used technology to make the subjects more accessible to the students. Other researchers showed that students usually prefer the easily accessible medical teachers [24] and that FDPs help educators learn how to use technology and available digital tools effectively [25]. In contrast, another work listed multiple barriers that could limit applying technology in teaching at colleges and universities, such as; lack of time, workload and complex proliferating digital applications [26].…”

The relationship between perceived stress and emotional intelligence in Moroccan nursing students

“…This finding has been confirmed by numerous previous studies revealing that the demands of clinical training induce extreme levels of stress capable of negatively influencing academic and clinical performance as well as the psychological and physical health of students. [ 8 9 10 11 12 ]…”

“…Student status can also be a problem for patients or their families who do not want to deal with a student because of their lack of experience. [ 9 10 ] In addition, it would appear from student discourse that some clerkship settings are more stressful than others. Among them, emergencies and resuscitations due to the use of complex equipment or psychiatry due to the apprehension of the public are regularly mentioned.…”