Approaches to learning in pre-medicine: a multi-university mixed-methods study

Area of Science:

• Educational Psychology
• Learning Sciences
• Higher Education Studies

Background:

• Learner methodologies are influenced by environmental and contextual factors.
• Students adopt deep, surface, or strategic approaches to learning.
• Understanding these approaches can enhance the learning journey.

Purpose of the Study:

• To explore the predominant learning approaches among pre-medicine students.
• To investigate the relationship between learning approaches and academic performance.
• To identify factors influencing students' learning strategies.

Main Methods:

• An exploratory mixed-methods study involving 159 pre-medicine students across three universities.
• Quantitative analysis using the ASSIST questionnaire and academic performance data.
• Qualitative thematic analysis of semi-structured interviews with 25 students.

Main Results:

• Strategic (21%), Deep (21%), and Deep-Strategic (29%) approaches were most common.
• Modest differences in Deep and Surface approaches were observed between university sites.
• The Strategic approach showed a weak positive correlation with academic performance, which diminished after controlling for background factors.
• Qualitative data revealed context-dependent switching of learning approaches.

Conclusions:

• Deep and Strategic learning approaches are prevalent among international pre-medicine students.
• Links between learning approaches and achievement are limited when background factors are considered.
• Educational programs should foster self-regulated learning and provide targeted support for diverse student backgrounds, rather than promoting a single ideal approach.