Assessment of Learning Approaches of Final-Year Medical Students in Nigeria

Abstract

ABSTRACT Background: Approaches to learning can be broadly classified into three categories, namely deep approach, surface apathetic approach, and strategic approach. Aims: The aim of this study was to determine the learning approaches of final-year undergraduate medical students in Nigeria and to correlate them with their academic performance. Materials and Methods: This was a correlational study conducted among final-year (600-level) undergraduate medical students. The Approaches and Study Skills Inventory for Students (ASSIST) questionnaire was used for the study to determine the learning approaches of medical students. Results: A total number of 100 final-year (600-level) undergraduate medical students participated in the study, of which 27 (27.0%) were males and 73 (73.0%) were females with a male-to-female ratio of 0.37 to 1. The age range of the respondents was 21 to 30 years with a mean (±SD) of 23.54 (±1.403). The strategic approach (40%) was the most predominant learning approach adopted by the medical students in this study followed by the deep approach (31%) and then the surface apathetic approach (29%). There is a significant positive correlation between the strategic approach and the self-rated academic progress of the students (P < 0.001). There is, however, no significant correlation between the academic progress of the students and the deep approach (P = 0.643) or the surface apathetic approach (P = 0.115). Conclusions: The strategic approach is the most predominant learning approach adopted by the final-year undergraduate medical students in this study with associated self-reported good academic performance. Appropriate study guidance should be provided to undergraduate medical students.