[Learning approaches used by undergraduate interns in the development of a medical specialty]

Two learning approaches are examined: a superficial and a profound one. The purpose of the first one is to pass the subjects with the minimum effort; in the second one, there is a genuine interest in grasping knowledge and being acknowledged for one's achievements. The objective of this research was to identify the learning approach of undergraduate interns, according to sex, age, specialty and grade.

An analysis of conglomerates was used as a statistical tool. The sample was formed by 179 undergraduate interns of 19 medical and surgical specialties offered at a concentration hospital. The form R-SPQ-2F, proposed by Biggs, was used as an instrument. The reliability and validity of the instrument was estimated by means of Cronbach's alpha and factorial analysis of learning.

60.3% of the students had a deep approach to learning; women and students older than 28 years old in greater proportion, as well as those studying internal medicine and those in the third year.

Undergraduate interns are students with a high level of participation in their own learning process. This is probably due to the demands of the profession, the filters of selection and the nature of the subjects.