Association Between Learning Approaches and Medical Student Academic Progression During Preclinical Training

Sandeep Bansal,1 Minakshi Bansal,2 Stanley White3 1Department of Medical Education, TCU and UNTHSC School of Medicine, Fort Worth, TX, USA; 2Harris College of Nursing and Health Sciences, Texas Christian University, Fort Worth, TX, USA; 3All Saints University School of Medicine, Roseau, Commonwealth...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Bansal S, Bansal M, White S
Formato:	article
Lenguaje:	EN
Publicado:	Dove Medical Press 2021
Materias:	learning approaches learning outcomes remediation medical curriculum assist short form. Special aspects of education LC8-6691 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/b080fa04ceb846f7a7e853b03f166a9f
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:b080fa04ceb846f7a7e853b03f166a9f
record_format	dspace
spelling	oai:doaj.org-article:b080fa04ceb846f7a7e853b03f166a9f2021-11-18T19:40:25ZAssociation Between Learning Approaches and Medical Student Academic Progression During Preclinical Training1179-7258https://doaj.org/article/b080fa04ceb846f7a7e853b03f166a9f2021-11-01T00:00:00Zhttps://www.dovepress.com/association-between-learning-approaches-and-medical-student-academic-p-peer-reviewed-fulltext-article-AMEPhttps://doaj.org/toc/1179-7258Sandeep Bansal,1 Minakshi Bansal,2 Stanley White3 1Department of Medical Education, TCU and UNTHSC School of Medicine, Fort Worth, TX, USA; 2Harris College of Nursing and Health Sciences, Texas Christian University, Fort Worth, TX, USA; 3All Saints University School of Medicine, Roseau, Commonwealth of DominicaCorrespondence: Sandeep BansalDepartment of Medical Education, TCU & UNTHSC School of Medicine, Fort Worth, TX, USAEmail Sandeep.Bansal@tcu.eduPurpose: Students have diverse learning preferences that can impact the achievement of learning outcomes. However, there is a lack of unequivocal evidence for an association between the learning preferences and academic success. The purpose of the study was to examine the association between learning approaches and academic success of medical students during the basic science curriculum.Methods: In this cross-sectional comparative study, low-achieving (n=80) and high-achieving students (n=50) from semesters 1 through 3 of the Ross University School of Medicine’s basic science curriculum completed the Approaches and Study Skills Inventory for Students (ASSIST) short-form to provide data on their learning approaches. Student’s-t test was applied to find statistical differences in learning approaches of low and high achievers, and point-biserial was used to analyze the correlation between academic performance and learning approaches. Mean sum scores with standard deviation on ASSIST short-form scales (deep, surface, and strategic approaches) as well as subscales are reported.Results: High-achieving students reported a preference for using deep and strategic learning approaches compared to low-achieving students (p < 0.05). Low achievers indicated that they predominantly used the surface approach to learning (p< 0.05). Yet, “fear of failure,” a subscale of the surface approach, was greater among high achievers. Additionally, significant gender differences were found on subscales of “lack of purpose,” “syllabus bound,” “unrelated memorization” (surface approach), and “time management” and “organized studying” (strategic approach).Conclusion: Our results suggest that low-achieving medical students’ predominant reliance on the surface approach to learning may affect their academic success and that it may be worthwhile to help medical students become aware of the effectiveness of their individual preferred learning approaches early on in their training. Identification and adoption of optimal learning approaches should increase the achievement of successful learning outcomes.Keywords: learning approaches, learning outcomes, remediation, medical curriculum, ASSIST short-formBansal SBansal MWhite SDove Medical Pressarticlelearning approacheslearning outcomesremediationmedical curriculumassist short form.Special aspects of educationLC8-6691Medicine (General)R5-920ENAdvances in Medical Education and Practice, Vol Volume 12, Pp 1343-1351 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	learning approaches learning outcomes remediation medical curriculum assist short form. Special aspects of education LC8-6691 Medicine (General) R5-920
spellingShingle	learning approaches learning outcomes remediation medical curriculum assist short form. Special aspects of education LC8-6691 Medicine (General) R5-920 Bansal S Bansal M White S Association Between Learning Approaches and Medical Student Academic Progression During Preclinical Training
description	Sandeep Bansal,1 Minakshi Bansal,2 Stanley White3 1Department of Medical Education, TCU and UNTHSC School of Medicine, Fort Worth, TX, USA; 2Harris College of Nursing and Health Sciences, Texas Christian University, Fort Worth, TX, USA; 3All Saints University School of Medicine, Roseau, Commonwealth of DominicaCorrespondence: Sandeep BansalDepartment of Medical Education, TCU & UNTHSC School of Medicine, Fort Worth, TX, USAEmail Sandeep.Bansal@tcu.eduPurpose: Students have diverse learning preferences that can impact the achievement of learning outcomes. However, there is a lack of unequivocal evidence for an association between the learning preferences and academic success. The purpose of the study was to examine the association between learning approaches and academic success of medical students during the basic science curriculum.Methods: In this cross-sectional comparative study, low-achieving (n=80) and high-achieving students (n=50) from semesters 1 through 3 of the Ross University School of Medicine’s basic science curriculum completed the Approaches and Study Skills Inventory for Students (ASSIST) short-form to provide data on their learning approaches. Student’s-t test was applied to find statistical differences in learning approaches of low and high achievers, and point-biserial was used to analyze the correlation between academic performance and learning approaches. Mean sum scores with standard deviation on ASSIST short-form scales (deep, surface, and strategic approaches) as well as subscales are reported.Results: High-achieving students reported a preference for using deep and strategic learning approaches compared to low-achieving students (p < 0.05). Low achievers indicated that they predominantly used the surface approach to learning (p< 0.05). Yet, “fear of failure,” a subscale of the surface approach, was greater among high achievers. Additionally, significant gender differences were found on subscales of “lack of purpose,” “syllabus bound,” “unrelated memorization” (surface approach), and “time management” and “organized studying” (strategic approach).Conclusion: Our results suggest that low-achieving medical students’ predominant reliance on the surface approach to learning may affect their academic success and that it may be worthwhile to help medical students become aware of the effectiveness of their individual preferred learning approaches early on in their training. Identification and adoption of optimal learning approaches should increase the achievement of successful learning outcomes.Keywords: learning approaches, learning outcomes, remediation, medical curriculum, ASSIST short-form
format	article
author	Bansal S Bansal M White S
author_facet	Bansal S Bansal M White S
author_sort	Bansal S
title	Association Between Learning Approaches and Medical Student Academic Progression During Preclinical Training
title_short	Association Between Learning Approaches and Medical Student Academic Progression During Preclinical Training
title_full	Association Between Learning Approaches and Medical Student Academic Progression During Preclinical Training
title_fullStr	Association Between Learning Approaches and Medical Student Academic Progression During Preclinical Training
title_full_unstemmed	Association Between Learning Approaches and Medical Student Academic Progression During Preclinical Training
title_sort	association between learning approaches and medical student academic progression during preclinical training
publisher	Dove Medical Press
publishDate	2021
url	https://doaj.org/article/b080fa04ceb846f7a7e853b03f166a9f
work_keys_str_mv	AT bansals associationbetweenlearningapproachesandmedicalstudentacademicprogressionduringpreclinicaltraining AT bansalm associationbetweenlearningapproachesandmedicalstudentacademicprogressionduringpreclinicaltraining AT whites associationbetweenlearningapproachesandmedicalstudentacademicprogressionduringpreclinicaltraining
_version_	1718420748314345472

Association Between Learning Approaches and Medical Student Academic Progression During Preclinical Training

Ejemplares similares