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

Abstract

ABSTRACT Approaches to learning can be broadly classified into three categories, namely deep approach, surface apathetic approach, and strategic approach. 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. 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. 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). 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.