Factors Influencing Medical Students’ Learning Approach in Qatar
Abstract Background This study investigated the relevance of the two-factor R-SPQ-2F questionnaire designed by Biggs et al for exploring the learning approaches of medical students in Qatar and identify whether factors like gender, year level, and educational attainment influence student learning. Methods The sample consisted of 108 medical students (44% male, 56% female) from all four years of medical school at Weill Cornell Medicine-Qatar (WCM-Q). Participants completed the 20-item R-SPQ-2F questionnaire to measure their learning approaches through a two-factor structural model that contrasts deep and surface learning. Participants also completed a survey collecting demographic information. Results Statistical analysis revealed significant differences in deep learning approaches across year levels for both males and females. Additionally, educational attainment played a significant role in learning approach preference. Conclusions Based on structural equation modeling, this cross-verification study supports the two-factor R-SPQ-2F instrument and offers additional evidence for its robustness and application to medical education. These findings may help educational and program leaders in Qatar better understand medical students’ learning approaches to enhance their pedagogical practices.