Factors Influencing Medical Students’ Learning Approach in Qatar

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.

Longitudinal Changes of Deep and Surface Learning in a Constructivist Pharmacy Curriculum

In the undergraduate Pharmacy program at the department of Pharmaceutical Sciences, Utrecht University, an educational model is used that is aimed at the development of deep and self-regulating learning. It is, however, unknown whether these objectives are realized. The aim of this study was to assess longitudinal changes in processing and regulation strategies of student learning during their progression in the curriculum, that is explicitly based on constructivist principles. Processing strategies (deep vs. stepwise), regulation strategies (self- vs. external), conceptions of learning and orientations to learning were measured with the Inventory of Learning patterns of Students (ILS). Longitudinal data are reported here for students, of which data are available for year 1/2 and year 4/5 (n = 90). The results demonstrate that the use of deep processing (critical thinking in particular, effect size = 0.94), stepwise processing (analyzing in particular, effect size = 0.55) and concrete processing strategies (effect size = 0.78) increases between the bachelor phase (year 1/2) and the master phase (year 4/5). This change is based on the students having a constructivist view about the nature of learning and is mediated through a relatively large increase in the use of self-regulating strategies (effect size = 0.75). We conclude that this six-year undergraduate Pharmacy program effectively stimulates the development of deep and self-regulated learning strategies in pharmacy students.

Influence of Multimedia and Cognitive Strategies in Deep and Surface Verbal Processing

The traditional view of linguistic-verbal intelligences focuses on individual linguistic abilities at the levels of phonology, syntax, and semantics. This chapter discusses the individual linguistic abilities from a text-comprehension perspective. The chapter examines the roles of multimedia and cognitive prompts in deep and surface verbal processing. Drawn from research in working memory, multimedia learning, and deep processing, a theoretical framework is proposed to promote learners' deep and surface learning in reading. Evidence from empirical studies are reviewed to support the underlying theoretical assumptions of the framework. The theoretical and practical significance of the theoretical framework is discussed with suggestions for future research.

Deep, Surface, or Both? A Study of Occupational Therapy Students’ Learning Concepts

Background. Students’ conceptualization of learning has been associated with their approaches to studying. However, whether students’ learning concepts are associated with their personal characteristics is unknown. Aim. To investigate whether sociodemographic, education-related, and personal factors were associated with the learning concepts of Norwegian occupational therapy students. Methods. One hundred and forty-nine students (mean age 23.9 years, 79.2% women) participated in the study. The employed self-report questionnaires included the Approaches and Study Skills Inventory for Students, the Rosenberg Self-Esteem Scale, and the General Self-Efficacy Scale. Differences between student cohorts were analyzed with one-way analyses of variance and χ2 tests, whereas factors associated with the students’ learning concepts were analyzed with bivariate correlation and linear regression models. Results. The students’ mean scores on the deep and surface learning concept scales were similar. Spending more time on the independent study was associated with having higher scores on the unidimensional learning concept measure. Conclusions. The students’ learning concept appears to encompass a surface concept as well as a deep concept of learning, and the two ways of conceptualizing learning were positively related to each other. Over time, a mature deep concept may add to, rather than replace, a basic surface concept of learning.