Learning approaches as predictors of academic performance on multiple-choice examinations in the subject human medicine

Recent research supports the hypothesis that student learning approaches have an impact on academic performance. Many studies report that deep and strategic approach is related with high levels and surface approach with low levels of academic achievement. At the Medical University of Vienna a new Medical Curriculum was implemented in 2001. It also established a new system for the assessment of knowledge, which consisted predominantly of MC examinations. This study aims to clarify whether learning approaches influence the academic performance on MC examinations. Using a standardized questionnaire 232 fourth-year medical students were interviewed. The inventory included learning approaches, perceived self-regulation in learning as well as the academic performance on MC examination. Results indicate that a deep approach is associated with perceived self-regulation in learning and with a strategic approach. But only a strategic approach has a positive influence on performance.

29.04.2011 | Monika Himmelbauer (Wien)