Medical students’ approaches to learning over a full degree programme
Bibliographic Data
| ID | 15328174 |
|---|---|
| Authors | William A Reid (University of Edinburgh, corresponding author), Phillip Evans (0000-0002-0814-5162, University of Glasgow), Edward Duvall |
| Year | 2012 |
| Volume | 17 |
| Issue | 1 |
| Pages | 17205-17205 |
| Publication date | 2012-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Medical Education Online (JOURNAL) |
| Journal identifiers | ISSN: 1087-2981 • E-ISSN: 1087-2981 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.3402/meo.v17i0.17205 |
| PMID | 22927717 |
| PMCID | PMC3427928 |
| OpenAlex | W2137045449 |
| Language | EN |
| Citations received | 5 |
| References cited | 12 |
Students take three approaches to learning and studying: deep, surface and strategic, influenced by the learning environment. Following the General Medical Council's report "Tomorrow's Doctors," a deep approach was cultivated in Years 1 and 2 of a university undergraduate medical programme by introducing explicit written learning objectives constructed according to Biggs' SOLO taxonomy, problem-based learning and constructively aligned in-course assignments and examinations. The effect of these changes was measured with the Approaches to Study Skills Inventory for Students (ASSIST). Scores were highest for a deep approach and lowest for a surface approach and showed relatively little change during the degree programme, apart from a slight fall in the scores for a surface approach, particularly for students undertaking an intercalated science degree. Possible explanations include: students' approaches may be established prior to university entry; deep scores were already high at the beginning of the programme and may be difficult to increase further; the changes in learning environment may not be strong enough to alter approaches which students perceive as having been successful
Deep learning · Degree (music · Mathematics education · Medical education · Computer Science · Evaluation of Teaching Practices · Innovations in Medical Education · Medicine · Problem and Project Based Learning · Psychology · Artificial Intelligence
Deep and surface learning in problem-based learning
Medical students’ learning approaches and examination outcomes
Do parents’ conceptions of learning science predict students’ approaches to learning science and their self-efficacy for learning science
A conceptual and methodological framework for clustering and correlation analyses of the approaches and study skills inventory for students
Medical students’ approaches to learning over a full degree programme
Understanding Student Learning (Routledge Revivals)
Statistics notes
Improving the quality of student learning
The psychological basis of problem-based learning
Fifteen thousand hours
Medical students’ approaches to learning over a full degree programme
The Relationship Between Learning Conception, Study Strategy and Learning Outcome
On Qualitative Differences in Learning
Student models of learning and their impact on study strategies
Metacognitive Development as a Shift in Approach to Learning
University Students' Perceptions of the Learning Environment and Academic Outcomes
| Citations per year | 0.36 |
|---|---|
| Citation span | 2012 - 2025 (14) |
| Highly cited | No |