Learning approaches adopted by Indian medical students during distance learning: The revised two-factor study process questionnaire

Abstract

CONTEXT: Student approaches to learning are a significant determinant of success in the medical profession. AIM: This study assesses the study processes utilized by undergraduates in a medical college in North India. SETTINGS AND DESIGN: Cross-sectional, questionnaire-based study. METHODOLOGY: The study process questionnaire by Biggs et al. was adapted to Google forms and administered to 313 medical students. Individual domain scores assessing deep-motive, deep-strategy, surface-motive, and surface-strategy approaches were obtained. Other variables measured included gender, year of training, whether the student found online distance learning useful, and students' perceptions of their academic performance compared to their peers. STATISTICAL ANALYSIS USED: The association between the categorical variables was assessed using a Chi-square test. The continuous measures were compared using a t-test or Mann–Whitney U-test. One-way ANOVA or Kruskal–Wallis test was applied for multiple groups. RESULTS: Deep approach to learning was the most popular overall (66.1%). Females significantly favored deep approaches compared to males. There was no association between the year of training and the study process. The deep approach was associated with better academic performance. Online learning was significantly favored by females, students with a deep learning approach, and better academic performance. CONCLUSIONS: Gender and academic performance are associated with the study process adopted by medical students. An understanding of the learning methods used by students is helpful in training well-rounded health-care professionals.

Keywords

• curriculum
• learning
• medical students
• revised two-factor study process questionnaire
• undergraduate medical education