Comparing the Medical Students’ Approaches to Study and Learning in Pre-clinical and Clinical Stages of Study

AUTHORS

Abdolhussein shakurnia 1 , * , Mehri Ghafourian-Boroujerdnia 2 , Hussein Elhampour 2

AUTHORS INFORMATION

1 Immunology, Iran

2 Iran

ARTICLE INFORMATION

Strides in Development of Medical Education: 9 (2); e60626
Published Online: January 15, 2013
Article Type: Research Article
Received: August 21, 2017
Accepted: November 15, 2012

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Abstract

Background & Objective: Approach to the study, as one of the factors affects students’ learning
and achievement, is of a great importance. The aim of this study was to compare medical students’
approaches to learning in pre-clinical and clinical years of study and its effect on their academic
achievement.
Methods: In this descriptive-analytic study, a total of 137 medical students in pre-clinical and
clinical years of study in Jundishapur University of Medical Sciences, Ahvaz, Iran, were evaluated
by using Approaches and Study Skills Inventory for Students (ASSIST) questionnaire. Grade point
average of students in theoretical and practical courses was considered as an indicator of their
academic achievement.
Results: The most common approach to study and learning was deep approach (40.1%). In clinical
years of study, a significant increase of using deep approach and significant decrease of using
surface approach were observed. There was no significant difference between pre-clinical and
clinical students in regard to their learning and study approaches (P = 0.140). Learning and study
approach showed significant relationship with students’ academic achievement (P = 0.01).
Conclusion: Due to the significance of using deep approach in learning, it is recommended that
educational planners provide the best learning conditions to encourage students to take advantage of
this study approach.

Keywords

Approache to the study Medical students Academic achievement Approaches and study skills inventory for students (ASSIST)

© 2012, Strides in Development of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.
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