Assessing Saudi medical students learning approach using the revised two-factor study process questionnaire.

Area of Science:

• Medical Education
• Psychometrics

Background:

• Understanding student learning approaches is crucial for effective medical education.
• The revised two-factor study process questionnaire (R-SPQ-2F) is a tool used to assess deep and surface learning strategies.

Purpose of the Study:

• To evaluate the learning approaches of first, second, and third-year medical students.
• To determine the reliability and validity of the R-SPQ-2F in this population.

Main Methods:

• A cross-sectional study involving 610 medical students at the College of Medicine, Riyadh.
• Administered the R-SPQ-2F and analyzed data using t-tests, ANOVA, Cronbach's alpha, and factor analysis.

Main Results:

• The deep learning approach was significantly more prevalent than the surface approach.
• Higher GPAs and more study hours correlated with a deeper learning approach.
• The R-SPQ-2F demonstrated good internal consistency and confirmed two underlying factors (deep and surface).

Conclusions:

• The deep approach is the predominant learning strategy among medical students studied.
• The R-SPQ-2F is a reliable and valid instrument for assessing learning approaches in medical students.
• Findings can inform curriculum adjustments to foster deeper learning in medical education.