Approach to learning of medical students in a Caribbean medical school

Abstract

Introduction: Students' perception of the learning environment, the curriculum and assessment may influence their approach to learning. Student approach to learning has not been previously studied at Xavier University School of Medicine, Aruba. Hence the present study was carried out. Objective: Obtain information about respondents' conceptions of learning, approaches to studying and preferences for different types of courses and teaching Method: The Approaches and study skills inventory (ASSIST) was administered to first to fourth semester undergraduate medical (MD) students during the last week of September 2013. Different personal characteristics were noted. The median scores for conceptions of learning, approaches to studying and types of teaching among different subgroups of respondents were compared using appropriate non-parametric tests (p<0.05). Result: Seventy-one of the 86 students (82.5%) participated. Respondents predominantly used deep and strategic approaches to studying and there was a slight preference for a transmitting information type of teaching. Students aged between 20 to 25 years used more deep approach to learning and preferred a supporting understanding teaching approach. First and third semester students used more surface apathetic learning approaches and showed greater syllabus boundedness. Canadian students showed greater deep approach to learning. Conclusion: Deep and strategic learning approaches were mainly used. The influence of the integrated curriculum on learning approaches can be investigated through longitudinal studies. Studies among clinical students and in other medical schools are required. [ABSTRACT FROM AUTHOR]