Paudel Keshab Raj, Nepal Hari Prasad, Shrestha Binu, Panta Raju, Toth Stephen
Department of Pharmacology, Faculty of Pharmacology, Trinity School of Medicine, Ribishi, Rathomill, St. Vincent and the Grenadines.
Department of Microbiology, Faculty of Microbiology, Trinity School of Medicine, Ribishi, Rathomill, St. Vincent and the Grenadines.
J Educ Eval Health Prof. 2018 Apr 6;15:9. doi: 10.3352/jeehp.2018.15.9. eCollection 2018.
Different students may adopt different learning approaches: namely, deep and surface. This study aimed to characterize the learning strategies of medical students at Trinity School of Medicine and to explore potential correlations between deep learning approach and the students' academic scores.
The study was a questionnaire-based, cross-sectional, observational study. A total of 169 medical students in the basic science years of training were included in the study after giving informed consent. The Biggs's Revised Two-Factor Study Process Questionnaire in paper form was distributed to subjects from January to November 2017. For statistical analyses, the Student t-test, 1-way analysis of variance followed by the post-hoc t-test, and the Pearson correlation test were used. The Cronbach alpha was used to test the internal consistency of the questionnaire.
Of the 169 subjects, 132 (response rate, 78.1%) completely filled out the questionnaires. The Cronbach alpha value for the items on the questionnaire was 0.8. The score for the deep learning approach was 29.4± 4.6, whereas the score for the surface approach was 24.3± 4.2, which was a significant difference (P< 0.05). A positive correlation was found between the deep learning approach and students' academic performance (r= 0.197, P< 0.05, df= 130).
Medical students in the basic science years at Trinity School of Medicine adopted the deep learning approach more than the surface approach. Likewise, students who were more inclined towards the deep learning approach scored significantly higher on academic tests.
不同的学生可能会采用不同的学习方法，即深度学习法和表面学习法。本研究旨在描述三一医学院医学生的学习策略，并探讨深度学习方法与学生学业成绩之间的潜在相关性。
本研究是一项基于问卷调查的横断面观察性研究。在获得知情同意后，共有169名处于基础科学培训阶段的医学生被纳入研究。2017年1月至11月，向受试者发放了纸质版的比格斯修订的两因素学习过程问卷。统计分析采用学生t检验、单因素方差分析及事后t检验，以及Pearson相关检验。采用Cronbach α系数检验问卷的内部一致性。
169名受试者中，132名（回复率78.1%）完整填写了问卷。问卷项目的Cronbach α值为0.8。深度学习方法的得分为29.4±4.6，而表面学习方法的得分为24.3±4.2，差异有统计学意义（P<0.05）。深度学习方法与学生学业成绩之间存在正相关（r=0.197，P<0.05，自由度=130）。
三一医学院基础科学阶段的医学生采用深度学习方法的多于表面学习方法。同样，更倾向于深度学习方法的学生在学业测试中的得分显著更高。
