Browsing by Subject "medical students"

Objectives: The objective of this study was to find out what kinds of approaches to learning can be found among first year medical students and how approaches to learning are affecting study success. In addition, to find out how stressed or exhausted students are in their studies. The aim was also determine how approaches to learning and stress and exhaustion are related to study success. Previous studies have shown approaches to learning can be considered as central factors affecting students learning. Student's approaches to learning can be divided to three: surface approach, deep approach and strategic approach. Based on previous studies, it has been indicated that approaches to learning and study success are related to each other. Surface approaches has been associated with poor study success and deep approaches has been associated with qualitatively better learning outcomes and study success. In addition, student learning approaches have been shown to be related to perceived workload. The conclusion has been that high perceived workload can induce students to employ a surface approach. Method: The participants (n=93) were first-year students of medicine at the University of Helsinki. The data were collected during spring 2011 by using a web based questionnaire. Study success information was included in the data. Correlations, regression analysis and analysis of variance (ANOVA) were used to examine the interconnections of approaches to learning, heavy workload, stress and and their effects on the study success. Results and conclusions: Three different approaches to learning were recognized: surface approach, Deep approach and strategic approach. The highest average was found from student using strategic approach and the lowest average was from student using surface approach. Study success among medical students was extremely high. Students, who showed a surface approach to learning, felt exhausted. Medical students stress and perceived workload weren't high. The only predictor for study success was deep approach.