Factors influencing medical students’ approaches to learning in Qatar
Abstract Background This study investigated the relevance of the revised 2-factor study process questionnaire (R-SPQ-2F) for exploring medical students’ approaches to learning in Qatar and identify how factors like gender, age, educational attainment, and prior experience with health care influence...
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| Format: | Article |
| Language: | English |
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BMC
2022-06-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-022-03501-9 |
| _version_ | 1818212172760612864 |
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| author | Sheila S. Qureshi Adam H. Larson Venkat R. Vishnumolakala |
| author_facet | Sheila S. Qureshi Adam H. Larson Venkat R. Vishnumolakala |
| author_sort | Sheila S. Qureshi |
| collection | DOAJ |
| description | Abstract Background This study investigated the relevance of the revised 2-factor study process questionnaire (R-SPQ-2F) for exploring medical students’ approaches to learning in Qatar and identify how factors like gender, age, educational attainment, and prior experience with health care influence students’ adoption of deep approaches to learning. Methods The sample consisted of 108 medical students (44% male, 56% female) from all four years of medical school at Weill Cornell Medicine-Qatar (WCM-Q). Participants completed the 20-item R-SPQ-2F questionnaire to measure their learning approaches through a structural model contrasting deep and surface learning. Participants also completed a survey collecting demographic information. Results Statistical analysis revealed significant differences in deep learning approaches across year levels for both men and women. Additionally, educational attainment played a significant role in students’ approaches to learning. Conclusions Based on structural equation modeling, this cross-verification study supports the R-SPQ-2F instrument and offers additional evidence for its robustness and application to medical education. These findings may help educational and program leaders in Qatar better understand medical students’ learning approaches to enhance their pedagogical practices. |
| first_indexed | 2024-12-12T05:44:10Z |
| format | Article |
| id | doaj.art-c49f776b101c4839bc0697e0a89a99b7 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-12T05:44:10Z |
| publishDate | 2022-06-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-c49f776b101c4839bc0697e0a89a99b72022-12-22T00:35:50ZengBMCBMC Medical Education1472-69202022-06-012211810.1186/s12909-022-03501-9Factors influencing medical students’ approaches to learning in QatarSheila S. Qureshi0Adam H. Larson1Venkat R. Vishnumolakala2Weill Cornell Medicine-QatarWeill Cornell Medicine-QatarCurtin UniversityAbstract Background This study investigated the relevance of the revised 2-factor study process questionnaire (R-SPQ-2F) for exploring medical students’ approaches to learning in Qatar and identify how factors like gender, age, educational attainment, and prior experience with health care influence students’ adoption of deep approaches to learning. Methods The sample consisted of 108 medical students (44% male, 56% female) from all four years of medical school at Weill Cornell Medicine-Qatar (WCM-Q). Participants completed the 20-item R-SPQ-2F questionnaire to measure their learning approaches through a structural model contrasting deep and surface learning. Participants also completed a survey collecting demographic information. Results Statistical analysis revealed significant differences in deep learning approaches across year levels for both men and women. Additionally, educational attainment played a significant role in students’ approaches to learning. Conclusions Based on structural equation modeling, this cross-verification study supports the R-SPQ-2F instrument and offers additional evidence for its robustness and application to medical education. These findings may help educational and program leaders in Qatar better understand medical students’ learning approaches to enhance their pedagogical practices.https://doi.org/10.1186/s12909-022-03501-9QatarMedical educationStudents’ approaches to learningR-SPQ-2FTransnational education |
| spellingShingle | Sheila S. Qureshi Adam H. Larson Venkat R. Vishnumolakala Factors influencing medical students’ approaches to learning in Qatar BMC Medical Education Qatar Medical education Students’ approaches to learning R-SPQ-2F Transnational education |
| title | Factors influencing medical students’ approaches to learning in Qatar |
| title_full | Factors influencing medical students’ approaches to learning in Qatar |
| title_fullStr | Factors influencing medical students’ approaches to learning in Qatar |
| title_full_unstemmed | Factors influencing medical students’ approaches to learning in Qatar |
| title_short | Factors influencing medical students’ approaches to learning in Qatar |
| title_sort | factors influencing medical students approaches to learning in qatar |
| topic | Qatar Medical education Students’ approaches to learning R-SPQ-2F Transnational education |
| url | https://doi.org/10.1186/s12909-022-03501-9 |
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