Can we influence medical students' approaches to learning?

Area of Science:

• Medical Education
• Student Learning Strategies
• Curriculum Development

Background:

• Student learning approaches (deep, surface, strategic) are influenced by the educational environment.
• The General Medical Council's 'Tomorrow's Doctors' report prompted curriculum review in medical schools.
• University of Edinburgh's second-year medical course was redesigned to foster deep learning.

Purpose of the Study:

• To evaluate the impact of a redesigned medical curriculum on student learning approaches.
• To assess changes in deep, surface, and strategic learning orientations.

Main Methods:

• Implementation of new learning objectives using SOLO taxonomy.
• Integration of problem-based learning and constructively aligned assessments.
• Utilisation of the Approaches to Study Skills Inventory for Students (ASSIST) for evaluation.

Main Results:

• Students consistently scored highest on deep approaches and lowest on surface approaches.
• Minimal change in ASSIST scores was observed during the academic year.
• Pre-existing high scores in deep approaches may have limited further improvement.

Conclusions:

• Curriculum changes aimed at promoting deep learning had a limited impact on student approaches within the study period.
• Entrenched learning strategies, successful in the past, may be resistant to environmental modifications.
• Further research is needed to understand the long-term effects and optimal conditions for fostering deep learning in medical students.