Medical students’ learning approaches and examination outcomes
Longitudinal and cross-sectional studies in a problem-based system
Bibliographic Data
| ID | 22230141 |
|---|---|
| Authors | Gillian Maudsley (0000-0003-3584-8610, University of Liverpool, corresponding author) |
| Year | 2022 |
| Volume | 2 |
| Issue | 10 |
| Publication date | 2022-09-19 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SN Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2662-9283 • E-ISSN: 2662-9283 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s43545-022-00452-2 |
| OpenAlex | W4296380803 |
| Language | EN |
| References cited | 86 |
Entwistle learning approaches are an evidence-based lens for analysing and improving student learning. Quantifying potential effects on attainment and in specific medical curriculum types merits further attention. This study aimed to explore medical students’ learning approaches in an integrated, problem-based curriculum, namely their validity, reliability, distribution, and how they change with student progression; their association with satisfaction; their association with cumulative attainment (examinations). Within the pragmatism paradigm, two series of mixed-methods questionnaires were analysed multi-cross-sectionally and longitudinally. Of seven surveys of Liverpool medical students ( n ~ 115 to 201 responders, postal) and one of prospective medical students ( n ~ 968 responders, on-campus), six included Entwistle 18-item Short RASI—Revised Approaches to Studying Inventory and six included ‘satisfaction’ items. Comparing four entry-cohorts, three academic years (9-year period), four levels (year-groups), and follow-ups allowed: cross-tabulation or correlation of learning approaches with demography, satisfaction, and attainment; principal components analysis of learning approaches; and multiple regression on attainment. Relatively high deep and strategic approach and relatively low surface approach prevailed, with strategic approach predominating overall, and deep and strategic approach waning and surface approach increasing from pre-admission to mid-Year 5. In multivariable analysis, deep approach remained associated with sustained (cumulative) high attainment and surface approach was inversely associated with passing Year 1 examinations first time (adjusted odds ratio = 0.89, p = 0.008), while higher ‘satisfaction’ was associated with higher strategic and lower surface approach but not with attainment. This study illuminates difficulties in maintaining cohesive active learning systems while promoting deep approach, attainment, and satisfaction and dissuading surface approach
Curriculum · Educational attainment · Logistic regression · Medical education · Odds · Patient satisfaction · Pedagogy · Political science · Sociology · Demography · Evaluation of Teaching Practices · Innovations in Medical Education · Medical Education and Admissions · Medicine · Nursing · Psychology
Conceptions, Styles, and Approaches Within Higher Education
Correlates of Approaches to Learning
The influence of assessment method on students' learning approaches
The Sources of Four Commonly Reported Cutoff Criteria
The Conceptual Bases of Study Strategy Inventories
Understanding logistic regression analysis
Using student-centred learning environments to stimulate deep approaches to learning
Relations between student learning patterns and personal and contextual factors and academic performance
Deep and surface learning in problem-based learning
Individual differences in study processes and the Quality of Learning Outcomes
Do Students Develop Towards More Deep Approaches to Learning During Studies? A Systematic Review on the Development of Students’ Deep and Surface Approaches to Learning in Higher Education
The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes
Research design
Strange days
What You See May Not Be What You Get
Integrated problem-based learning versus lectures
Medical students’ approaches to learning over a full degree programme
Psychological correlates of university students' academic performance
Benchmarking a Misnomer
Interpreting Effect Sizes of Education Interventions
Learning Styles
Students' Approaches to Learning in an Innovative Medical School
On Qualitative Differences in Learning-ii Outcome as a Function of the Learner's Conception of the Task
On Qualitative Differences in Learning
The revised two-factor Study Process Questionnaire
The dimensionality of approaches to learning
Studies in Higher Education1976-2013
| Highly cited | No |
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