Correlation Between The Learning Approaches Of First Year Medical Students And Their Performance In Multiple Choice Questions In Physiology
Correlation Between The Learning Approaches And Performance
DOI:
https://doi.org/10.70284/njirm.v4i5.2228Keywords:
Learning Approaches, Medical students, Multiple Choice Questions, R-SPQ-2FAbstract
Background: Students generally choose either a surface learning approach that focuses on rote learning or a deep approach that focuses on understanding. While selection for postgraduate medical courses is based on Multiple Choice Questions (MCQs), only some medical colleges in Tamil Nadu, India, use MCQs for assessing undergraduate students. Aims and Objectives: The aim of this study was to determine the relationship between the learning approaches of first year medical students using the Revised Two Factor Study Process Questionnaire (R-SPQ-2F) and their performance in Multiple Choice Questions in Physiology. Materials and Methods: The Revised Two Factor Study Process Questionnaire (R-SPQ-2F) was administered to 142 first year medical students of a private medical college in Tamil Nadu after the internal assessment examination in Physiology that included 20 MCQs. Pearson product-moment correlation coefficient was determined using SPSS 17 software, to find the relationship between the deep and surface learning approach scores with the performance in the MCQ examination. Results: The majority of our students (73%) preferred a deep approach while learning Physiology. There was a positive correlation between deep approach scores and MCQ marks (r=0.226, p=0.007, n=142) and a negative correlation between surface approach scores and MCQ marks (r=-0.258, p=0.002, n=142). Conclusion: The majority of our first year medical students exposed to a didactic-non Problem Based Learning curriculum in which assessment included MCQs in Physiology preferred a deep learning approach which was positively correlated with MCQ marks.
References
2. Serife AK. A conceptual analysis on the approaches to learning. Educational Sciences: Theory & Practice 2008; 8(3): 707-720.
3. Biggs J. What do inventories of students' learning processes really measure? A theoretical review and clarification. Br J Educ Psychol. 1993; 63: 3-19.
4. Biggs JB, Kember D, & Leung DYP. The Revised Two Factor Study Process Questionnaire: R-SPQ-2F. Br J Educ Psychol. 2001; 71: 133-149.
5. Felder RM, Brent R. Understanding Student Differences. J. Engr. Education 2005; 94(1): 57-72
6. Regehr G. Trends in medical education research. Acad Med. 2004; 79(10): 939-947.
7. Mattick K, Dennis I, Bligh J. Approaches to learning and studying in medical students: validation of a revised inventory and its relation to student characteristics and performance. Med Educ. 2004; 38(5): 535-543.8. Newble DI, Gordon MI. The learning style of medical students. Med Educ. 1985; 19(1): 3-8.
9. Salamonson Y, Weaver R, Chang S, Koch J, Bhathal R, Khoo C, Wilson I. Learning approaches as predictors of academic performance in first year health and science students. Nurse Educ Today 2013 Jul; 33(7): 729-33.
10. Trigwell K and Prosser M. Relating approaches to study and quality of learning outcomes at the course level. Br J Educ Psychol. 1991; 61: 265-275.
11. Zeegers P. Approaches to learning in science: A longitudinal study. Br J Educ Psychol. 2001; 71: 115-132.
12. May W, Chung EK, Elliott D, Fisher D. The relationship between medical students' learning approaches and performance on a summative high-stakes clinical performance examination. Med Teach. 2012; 34(4): e236-e241.
13. Gürlen E, Turan S, Senemoğlu N. The relationship between learning approaches of prospective teachers and their academic achievement. Educational Research and Reviews 2013; 8(5): 171-178.
14. Abraham RR, Vinod P, Kamath MG, Asha K, Ramnarayan K. Learning approaches of undergraduate medical students to physiology in a non-PBL-and partially PBL-oriented curriculum. Adv Physiol Educ. 2008; 32(1): 35-37.
15. Reid WA, Evans P, & Duvall E. Medical students’ approaches to learning over a full degree programme. Med Educ Online 2012; 17: 10.3402/meo.v17i0.17205.
16. Balasooriya CD, Hughes C, Toohey S. Impact of a new integrated medicine program on students’ approaches to learning. Higher Education Research & Development 2009; 28(3): 289-302
17. Gijbels D, Dochy F. Students’ assessment preferences and approaches to learning: can formative assessment make a difference? Educational Studies 2006. 32(4), 399-409.
18. Lizzio A, Wilson K, Simons R. University students' perceptions of the learning
environment and academic outcomes: implications for theory and practice. Studies in Higher education 2002; 27(1): 27-52.
19. McCloskey DI, Holland RAB. A comparison of student performances in answering essayâ€type and multipleâ€choice questions. Med Educ. 1976; 10(5): 382-385
20. Pepple DJ, Young LE, Carroll RG. A comparison of student performance in multiple-choice and long essay questions in the MBBS stage I physiology examination at the University of the West Indies (Mona Campus). Advan Physiol Educ. 2010; 34(2): 86-89.
21. Oyebola DD, Adewoye OE, Iyaniwura JO, Alada AR, Fasanmade AA, Raji Y. A comparative study of students' performance in preclinical physiology assessed by multiple choice and short essay questions. African journal of medicine and medical sciences 2000; 29(3-4): 201-205.
22. Gijbels D, van de Watering G, Dochy F, van den Bossche P. The relationship between students’ approaches to learning and learning outcomes. European Journal of Psychology of Education 2005; 20(4): 327-341.
23. Yonker JE. The relationship of deep and surface study approaches on factual and applied testâ€bank multipleâ€choice question performance. Assessment & Evaluation in Higher Education, 2011; 36(6): 673-686.
24. Reid WA , Duvall E, Evans P. Relationship between assessment results and approaches to learning and studying in year two medical students. Med Educ. 2007; 41(8): 754-762.
25. Watkins D. Factors influencing the study methods of Australian tertiary students. Higher Education 1982; 11(4): 369-380.
26. Scouller K. The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay. Higher Education 1998; 35(4): 453-472.
