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Comparing the Medical Students Approaches to Study and Learning in Preclinical and Clinical Stages of Study

Document Type : Original Article

Authors

1 M.Sc. in Immunology, Instructor, Department of Immunology, School of Medicine, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran

2 Ph.D. in Immunology, Associate Professor, Department of Immunology., School of Medicine, Ahvaz Jundishapur University of Medical sciences, Ahvaz, Iran

3 M.Sc. in Educational Sciences, Instructor, Department of Educational Sciences, School of Educational Sciences and Psychology, Shahid Chamran University, Ahvaz, Iran

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 preclinical and clinical years of study and its effect on their academic achievement Methods: In this descriptiveanalytic study a total of 137 medical students in preclinical 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 (401%) 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 preclinical and clinical students in regard to their learning and study approaches (P = 0140) Learning and study approach showed significant relationship with students academic achievement (P = 001) 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

References
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Strides in Development of Medical Education
Volume 9, Issue 2
January 2013
Pages 132-142
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