AlOmar Reem S, AlShamlan Nouf A
Department of Family and Community Medicine, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia.
Front Med (Lausanne). 2025 Sep 1;12:1654690. doi: 10.3389/fmed.2025.1654690. eCollection 2025.
Understanding learning approaches among postgraduate clinical trainees is essential for shaping educational policies that align with Saudi Arabia's Vision 2030 and its healthcare transformation agenda. This study examines the predominant learning approaches among Saudi postgraduate trainees and explores their implications for medical education reform and workforce development policies.
A nationwide cross-sectional online survey was administered to 2,010 trainees using the Approaches and Study Skills Inventory for Students (ASSIST). Bivariate and multinomial regression analyses were conducted to assess associations between learning approaches and trainee characteristics.
A total of 1,187 trainees responded (response rate: 59.05%). The most common learning approaches were strategic (39.98%) and deep (37.22%). Female trainees were more likely to adopt the deep approach (adjusted RRR = 1.51, 95% CI: 1.02-2.24), while a history of failing a promotion exam significantly predicted the adoption of a surface learning approach (adjusted RRR = 2.85, 95% CI: 1.44-5.61).
Learning approaches among postgraduate trainees varied by sex and academic experience, with policy-relevant implications. These findings highlight the need for personalized, competency-based educational frameworks that account for diverse learner profiles. Tailored pedagogical strategies, informed by these patterns, can enhance workforce preparedness, support equitable training opportunities, and inform healthcare education policy reforms aligned with Vision 2030.
了解研究生临床培训学员的学习方法对于制定与沙特阿拉伯《2030年愿景》及其医疗保健转型议程相一致的教育政策至关重要。本研究调查了沙特研究生培训学员中占主导地位的学习方法，并探讨了这些方法对医学教育改革和劳动力发展政策的影响。
使用学生学习方法和技能清单（ASSIST）对2010名学员进行了全国性横断面在线调查。进行了双变量和多项回归分析，以评估学习方法与学员特征之间的关联。
共有1187名学员回复（回复率：59.05%）。最常见的学习方法是策略性学习（39.98%）和深度学习（37.22%）。女学员更有可能采用深度学习方法（调整后的相对风险率=1.51，95%置信区间：1.02-2.24），而晋升考试不及格的历史显著预测了采用表面学习方法（调整后的相对风险率=2.85，95%置信区间：1.44-5.61）。
研究生培训学员的学习方法因性别和学术经历而异，具有与政策相关的影响。这些发现凸显了需要建立个性化的、基于能力的教育框架，以考虑到不同的学习者特征。根据这些模式制定的量身定制的教学策略可以提高劳动力的准备程度，支持公平的培训机会，并为与《2030年愿景》相一致的医疗保健教育政策改革提供信息。
