Measuring students' approaches to learning in different clinical rotations

Area of Science:

• Medical Education Research
• Student Learning Assessment

Background:

• Classroom learning approaches differ from clinical settings.
• Understanding clinical learning is crucial for medical education.
• The Study Process Questionnaire (SPQ) is a key tool for assessment.

Purpose of the Study:

• Evaluate the Study Process Questionnaire (SPQ) for clinical medical education.
• Determine if learning approaches vary across clinical rotations.

Main Methods:

• Adapted the SPQ for the clinical setting.
• Administered the SPQ to undergraduate clinical students.
• Conducted a longitudinal study to track changes in learning approaches.

Main Results:

• The SPQ confirmed a two-factor solution (deep and surface approaches).
• Clinical students predominantly exhibited deep learning approaches.
• Minor, non-significant changes in learning approaches were noted across rotations.

Conclusions:

• The SPQ is a valid instrument for assessing clinical student learning approaches.
• Deep learning approaches are more prevalent than surface approaches.
• Clinical rotations did not significantly alter learning approaches.