The Effect of Medical School Students' Study Approaches on Academic Achievement

Year 2022, , 473 - 478, 01.09.2022

Zerrin Gamsızkan , Mehmet Gamsızkan

https://doi.org/10.26453/otjhs.1099519

Abstract

Objective: The aim of this study is to examine the relationship between medical students' study approaches and sociodemographic characteristics with their academic achievement and to determine whether their study approaches differ between clinical and preclinical periods.

Materials and Methods: The study is a descriptive-cross-sectional study. Medical students were asked to fill out the “Revised Two Factor Study Process Questionnaire (R-SPQ2F)” questionnaire.

Results: The study included 298 male and 306 female students with a mean age of 21.40±2.58 years. 57.8% (n=349) of the students were preclinical medical students and 42.2% (n=255) were clinical students. No significant difference was found between the place of residence of the students and the reason for choosing the medical faculty (p=0.853, p=0.860, respectively). Deep study approach scores of preclinical students were found to be significantly higher than clinical students (p<0.014). It was determined that the deep strategic study scores of the preclinical students were significantly higher than the clinical students (p<0.001).

Conclusion: Our study results show that deep learning behavior, which is one of the study approaches, is associated with higher academic achievement. The study results can help medical students to realize the effect of learning approaches they use on academic achievement early.

Keywords

Medical education, medical students, study approaches, academic achievement

Thanks

The authors acknowledge all the medical students of Duzce University who participated in this research.

Tıp Fakültesi Öğrencilerinin Çalışma Yaklaşımlarının Akademik Başarıya Etkisi

Abstract

Amaç: Bu çalışmanın amacı, tıp öğrencilerinin çalışma yaklaşımları ve sosyodemografik özellikleri ile akademik performansları arasındaki ilişkiyi incelemek ve çalışma yaklaşımlarının klinik ve klinik öncesi dönemler arasında farklılık gösterip göstermediğini belirlemektir.

Materyal ve Metot: Çalışma tanımlayıcı-kesitsel bir çalışmadır. Tıp öğrencilerinden “Revize İki Faktör Çalışma Süreci Anketi (R-SPQ2F)” anketini doldurmaları istendi.

Bulgular: Çalışmaya yaş ortalaması 21,40±2,58 yıl olan 298 erkek ve 306 kız öğrenci alındı. Öğrencilerin %57,8'i (n=349) klinik öncesi tıp öğrencisi ve %42,2'si (n=255) klinik öğrencisiydi. Öğrencilerin ikamet ettikleri yer ile tıp fakültesini tercih nedenleri arasında anlamlı bir farklılık bulunmamıştır (sırasıyla p=0,853, p=0,860). Klinik öncesi öğrencilerinin derin çalışma yaklaşımı puanları klinik öğrencilerine göre anlamlı düzeyde yüksek bulundu (p<0,014). Klinik öncesi öğrencilerinin derin stratejik çalışma puanlarının klinik öğrencilerine göre anlamlı düzeyde yüksek olduğu belirlendi (p<0,001).

Sonuç: Çalışma sonuçlarımız, çalışma yaklaşımlarından biri olan derin öğrenme davranışının daha yüksek akademik başarı ile ilişkili olduğunu göstermektedir. Çalışma sonuçları, tıp öğrencilerinin kullandıkları öğrenme yaklaşımlarının akademik başarı üzerindeki etkisini erken fark etmelerine yardımcı olabilir. 

Keywords

Tıp eğitimi, tıp öğrencileri, akademik başarı, ders çalışma yaklaşımları

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