Learning approaches, motivation, and specialty preference form a nexus: a cross-sectional study among preclinical medical students

Abstract

Abstract Introduction The learning approach of undergraduate medical students can be influenced by motivations toward learning medicine as well as perceived outcomes such as their specialty preference in the future. In this study, we analyze the relationships between learning approach, motivation to study medicine, and factors related to their specialty preference. Methods We conducted a structured questionnaire-based survey of undergraduate medical students after one year of joining. Learning approaches were assessed using a published questionnaire used on medical students after adapting it to our context. Questionnaires validated earlier in our setting were used to assess motivation to study medicine and specialty preference. Factor scores were extracted to examine the relationships between motivations to study medicine and specialty preference with their learning approaches. The data obtained were also analyzed based on the demographic characteristics of students. Results Deep learning approach factors such as deep motivation, deep strategy as well as surface motivation were correlated positively (Pearson’s r > 0.2 and p < 0.05 for all mentioned analyses) with the motivation to study medicine factor for professional calling and with the personal satisfaction factor for specialty preference. Deep motivation and deep strategy factors of the learning approach were also correlated with the professional growth factor of specialty preference. Conclusion Deep learning approaches appear to be related to motivation to study medicine factors related to the professional calling and demands of the profession as well as for perceived personal satisfaction related to future specialization requirements.

Keywords

• Learning
• Medical students
• Motivation
• Career choice
• Medicine