Are surface and deep learning approaches associated with study patterns and choices among medical students? A cross-sectional study
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | São Paulo medical journal (Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-31802018000500414 |
Resumo: | ABSTRACT BACKGROUND: Different approaches to learning can exert considerable influence on the teaching-learning process in medical education. This study aimed to investigate the association of surface and deep learning with study patterns, preferred type of assessment, practices of cheating and quality of sleep among medical students. DESIGN AND SETTING: Cross-sectional study on medical students enrolled in all six years of a medical school in Juiz de Fora, Brazil. METHODS: Questionnaires were applied to evaluate learning approaches (R-SPQ-2F), study patterns, sources and choices, and quality of sleep. Students’ learning approaches (deep or surface) were assessed in relation to their study patterns, study resources, quality of sleep and whether they cheated in tests. RESULTS: Among the 710 students included, 43% frequently studied on the night before an exam, 65% had used psychostimulants to study and more than 46% had cheated in an exam. Regarding quality of sleep, most students (53.4%) reported that their quality of sleep was poor, such that 45.3% slept for fewer than five hours before an exam. Those who studied just prior to an exam, used class summaries, preferred multiple-choice questions and cheated during the test had a more surface-learning approach. On the other hand, those who read books, preferred practical exams and slept better had a deeper approach. CONCLUSION: The type of learning approach was associated with study patterns and choices among medical students. Educators need to be attentive to the type of learning their students use and think of measures that impact teaching and assessment methods. |
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Are surface and deep learning approaches associated with study patterns and choices among medical students? A cross-sectional studyLearningStudents, medicalSleepTeachingEducation, medicalABSTRACT BACKGROUND: Different approaches to learning can exert considerable influence on the teaching-learning process in medical education. This study aimed to investigate the association of surface and deep learning with study patterns, preferred type of assessment, practices of cheating and quality of sleep among medical students. DESIGN AND SETTING: Cross-sectional study on medical students enrolled in all six years of a medical school in Juiz de Fora, Brazil. METHODS: Questionnaires were applied to evaluate learning approaches (R-SPQ-2F), study patterns, sources and choices, and quality of sleep. Students’ learning approaches (deep or surface) were assessed in relation to their study patterns, study resources, quality of sleep and whether they cheated in tests. RESULTS: Among the 710 students included, 43% frequently studied on the night before an exam, 65% had used psychostimulants to study and more than 46% had cheated in an exam. Regarding quality of sleep, most students (53.4%) reported that their quality of sleep was poor, such that 45.3% slept for fewer than five hours before an exam. Those who studied just prior to an exam, used class summaries, preferred multiple-choice questions and cheated during the test had a more surface-learning approach. On the other hand, those who read books, preferred practical exams and slept better had a deeper approach. CONCLUSION: The type of learning approach was associated with study patterns and choices among medical students. Educators need to be attentive to the type of learning their students use and think of measures that impact teaching and assessment methods.Associação Paulista de Medicina - APM2018-10-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-31802018000500414Sao Paulo Medical Journal v.136 n.5 2018reponame:São Paulo medical journal (Online)instname:Associação Paulista de Medicinainstacron:APM10.1590/1516-3180.2018.0200060818info:eu-repo/semantics/openAccessDelgado,Álvaro Henrique de AlmeidaAlmeida,João Paulo RodriguesMendes,Larissa Souza BorowskiOliveira,Isabella Noceli deEzequiel,Oscarina da SilvaLucchetti,Alessandra Lamas GraneroLucchetti,Giancarloeng2018-12-17T00:00:00Zoai:scielo:S1516-31802018000500414Revistahttp://www.scielo.br/spmjhttps://old.scielo.br/oai/scielo-oai.phprevistas@apm.org.br1806-94601516-3180opendoar:2018-12-17T00:00São Paulo medical journal (Online) - Associação Paulista de Medicinafalse |
dc.title.none.fl_str_mv |
Are surface and deep learning approaches associated with study patterns and choices among medical students? A cross-sectional study |
title |
Are surface and deep learning approaches associated with study patterns and choices among medical students? A cross-sectional study |
spellingShingle |
Are surface and deep learning approaches associated with study patterns and choices among medical students? A cross-sectional study Delgado,Álvaro Henrique de Almeida Learning Students, medical Sleep Teaching Education, medical |
title_short |
Are surface and deep learning approaches associated with study patterns and choices among medical students? A cross-sectional study |
title_full |
Are surface and deep learning approaches associated with study patterns and choices among medical students? A cross-sectional study |
title_fullStr |
Are surface and deep learning approaches associated with study patterns and choices among medical students? A cross-sectional study |
title_full_unstemmed |
Are surface and deep learning approaches associated with study patterns and choices among medical students? A cross-sectional study |
title_sort |
Are surface and deep learning approaches associated with study patterns and choices among medical students? A cross-sectional study |
author |
Delgado,Álvaro Henrique de Almeida |
author_facet |
Delgado,Álvaro Henrique de Almeida Almeida,João Paulo Rodrigues Mendes,Larissa Souza Borowski Oliveira,Isabella Noceli de Ezequiel,Oscarina da Silva Lucchetti,Alessandra Lamas Granero Lucchetti,Giancarlo |
author_role |
author |
author2 |
Almeida,João Paulo Rodrigues Mendes,Larissa Souza Borowski Oliveira,Isabella Noceli de Ezequiel,Oscarina da Silva Lucchetti,Alessandra Lamas Granero Lucchetti,Giancarlo |
author2_role |
author author author author author author |
dc.contributor.author.fl_str_mv |
Delgado,Álvaro Henrique de Almeida Almeida,João Paulo Rodrigues Mendes,Larissa Souza Borowski Oliveira,Isabella Noceli de Ezequiel,Oscarina da Silva Lucchetti,Alessandra Lamas Granero Lucchetti,Giancarlo |
dc.subject.por.fl_str_mv |
Learning Students, medical Sleep Teaching Education, medical |
topic |
Learning Students, medical Sleep Teaching Education, medical |
description |
ABSTRACT BACKGROUND: Different approaches to learning can exert considerable influence on the teaching-learning process in medical education. This study aimed to investigate the association of surface and deep learning with study patterns, preferred type of assessment, practices of cheating and quality of sleep among medical students. DESIGN AND SETTING: Cross-sectional study on medical students enrolled in all six years of a medical school in Juiz de Fora, Brazil. METHODS: Questionnaires were applied to evaluate learning approaches (R-SPQ-2F), study patterns, sources and choices, and quality of sleep. Students’ learning approaches (deep or surface) were assessed in relation to their study patterns, study resources, quality of sleep and whether they cheated in tests. RESULTS: Among the 710 students included, 43% frequently studied on the night before an exam, 65% had used psychostimulants to study and more than 46% had cheated in an exam. Regarding quality of sleep, most students (53.4%) reported that their quality of sleep was poor, such that 45.3% slept for fewer than five hours before an exam. Those who studied just prior to an exam, used class summaries, preferred multiple-choice questions and cheated during the test had a more surface-learning approach. On the other hand, those who read books, preferred practical exams and slept better had a deeper approach. CONCLUSION: The type of learning approach was associated with study patterns and choices among medical students. Educators need to be attentive to the type of learning their students use and think of measures that impact teaching and assessment methods. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-10-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-31802018000500414 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-31802018000500414 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/1516-3180.2018.0200060818 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Associação Paulista de Medicina - APM |
publisher.none.fl_str_mv |
Associação Paulista de Medicina - APM |
dc.source.none.fl_str_mv |
Sao Paulo Medical Journal v.136 n.5 2018 reponame:São Paulo medical journal (Online) instname:Associação Paulista de Medicina instacron:APM |
instname_str |
Associação Paulista de Medicina |
instacron_str |
APM |
institution |
APM |
reponame_str |
São Paulo medical journal (Online) |
collection |
São Paulo medical journal (Online) |
repository.name.fl_str_mv |
São Paulo medical journal (Online) - Associação Paulista de Medicina |
repository.mail.fl_str_mv |
revistas@apm.org.br |
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1754209266315558912 |