Rabi Tarek, Arandi Naji Z, Rabi Hakam, Assaf Mohammad
Lecturer, Al Quds University Palestine, West Bank, Palestine.
Associate Professor, Arab American University, West Bank, Palestine.
J Pharm Bioallied Sci. 2024 Feb;16(Suppl 1):S122-S124. doi: 10.4103/jpbs.jpbs_412_23. Epub 2024 Feb 29.
Learning approach strategies are an important factor to obtain knowledge in any professional course. Surface approach learning and deep approach learning are two main types of learning strategies.
The aim of present study was to evaluate the study approach strategies of dental students in Palestine.
The present study follows a cross-sectional study design, which includes 250 students from first year to fifth year at Al Quds University. The present study evaluated the study approach using a questionnaire called R-SPQ-2F that was filled by all the students using Google forms. The assessment scores from the curriculum assessment examination were also compared with the scores of the R-SPQ-2F questionnaire. SPSS software was used to analyze data.
The results of the ANOVA show that the students in the fifth years had significantly higher mean scores of deep learning approaches than other years ( < 0.001). The students having curriculum assessment scores above 80% showed significantly more deep learning strategies than surface learning strategies ( < 0.05).
Deep learning approach can provide better academic outcome. Newer teaching strategies that enhance the deep learning approach should be encouraged in the dental curriculum.
学习方法策略是在任何专业课程中获取知识的重要因素。表层学习方法和深层学习方法是两种主要的学习策略类型。
本研究的目的是评估巴勒斯坦牙科学生的学习方法策略。
本研究采用横断面研究设计，纳入了耶路撒冷希伯来大学一年级至五年级的250名学生。本研究使用一份名为R-SPQ-2F的问卷来评估学习方法，所有学生通过谷歌表单填写该问卷。还将课程评估考试的成绩与R-SPQ-2F问卷的得分进行了比较。使用SPSS软件分析数据。
方差分析结果显示，五年级学生的深度学习方法平均得分显著高于其他年级（<0.001）。课程评估成绩高于80%的学生表现出的深度学习策略显著多于表层学习策略（<0.05）。
深度学习方法能带来更好的学业成果。牙科课程应鼓励采用能增强深度学习方法的新教学策略。
