Piyusha Atapattu

Senior lecturer in PhysiologyFaculty of Medicine, University of Colombo

Sri Lanka

Promoting Optimal Approaches to Learning and Studying

Learning in the medical school Learning is a continuous process

Learning to learn is a must

There are important differences in the ways individual students learn

“it is imperative for medical students to develop sound learning habits which will stand them in good stead throughout their professional life. Such habits include the selection of what is learnt as well as how it is learnt”

Bandaranayake (2009)

Approaches to learning and studying

‘how students tackle their everyday academic tasks’.

Approaches to learning and studying

(Tait & Entwistle, 1996).

Deep approach

Strategic approach

Deep and surface apathetic approaches are based on how students extract meaning from text –how students learnStrategic approach indicates the students’ approaches to studying

(Marton and Saljo,1976, Entwistle & Ramsden, 1983)

Deep approach

Intention to seek meaning

for oneself

Using evidence and logic

Relating ideas Interested in what he learns

Monitoring learning and

understanding

Surface apathetic approach

Intention to cope minimally with

course requirement

Routine memorising

Syllabus-bound Not interested in learning for himself

Fear of failure driving learning

Strategic approach

Intention to achieve the

highest possible grades

Effort management

Time management

Organized studying Monitoring

studying

Alertness to assessment

demand

Deep approach is more likely to be associated with higher quality learning

In some subjects such as anatomy, rote-learning may be a necessary preliminary to deep approaches to study

The combination of deep and strategic approaches is more academically rewarding in courses such as medicine

(Entwistle and Ramsden, 1983, Long, 2003, Mattick et al., 2004)

Factors influencing approaches to learning and studying

Student factors

Curriculum and learning

environmentTeacher factors

Student factors • Students’ conceptions of learning

• Prior study experiences and academic performance

• Relevance of subject matter to their interests

• Deep learning approach more likely with– female gender– older age

• Personality traits (Diseth, 2003; Schouwenburg and Kossowska, 1999)– ‘conscientiousness’ and ‘openness’ - deep approach– ‘neuroticism’, ‘anxiety’ and inability to cope with heavy workload - surface

approach

• Language skills (Mayya et al, 2004)

Curriculum and learning environment

A deep approach is likely to result from a curriculum providing students opportunity to manage their own learning, in a non reproduction-centered learning environment.

Excessive curricular demand and assessment methods rewarding reproducing information lead to surface learning

Students may change the learning approaches to suit the assessment demands, ie. switch to a surface approach if they feel this is more rewarding (Thomas & Bain, 1984).

Teachers

A student-focused approach to teaching in contrast to a teacher-focused approach by teachers promotes deep learning (Trigwell et al., 1999).

Primarily concerned with students acquiring or developing concepts

Support and enthusiasm of the teacher positively influences deep learning.

How to optimise learning through better learning approaches

Deep strategic approaches can be promoted directly or indirectly, at individual level or institutional level, by emphasizing on several aspects

Improving teaching methods & techniques that promote deep learning

•Utilizing teaching methods that enhance active learning

•Recognition of problem areas without implied threat

•Patient explanations

•Teaching with clear aims and objectives focusing on promoting conceptual change

Improving teaching methods & techniques that promote deep learning

• Courses should be designed to highlight elements which foster deep learning– Intrinsic motivation– active learning– interpersonal interactions – well-structured knowledge base

(CNAA, 1992)

More time for studying without excessive curricular demands

Deep learning encompasses seeking meaning and understanding for oneself, and this requires more time

Improving study skills

New students may have unsatisfactory study skills (used to teacher-centered, didactic learning in school, depending on ‘notes’, unused to self-directed learning.)

Student who practice a deep learning approach at the beginning of the medical curriculum have better applied medical knowledge later (Mattick et al., 2004).

Designing assessments to reward deep learning

Assessment – major influence on approaches to learning and studying

Examinations testing higher levels in the cognitive domain promote deep learning

MCQs and SAQs mostly - surface approach. More open forms of assessments (eg. essay and projects mostly - deep approach.Well-designed MCQs show a significant positive correlation with deep and strategic approaches (Reid et al, 2007).

Peer and social

support

Study groups

Facilities for self-study

Financial assistance

Conducive physical

environment

Improving the educational and related environment

Improving English proficiency English is the language of instruction in medical schools in SL (secondary education usually in mother tongue)

Students, especially those facing a ‘triple challenge’ when lectures are conducted in their second language, favour lecture handouts (McMillan, 2007).

Handouts and translations at the initial stages may be important, so that more time could be spent on understanding lectures, rather than trying to write notes in English, which would promote a deep approach

SummaryApproaches to learning and studying is only one factor influencing the quality of learning achieved in university

Three main approaches to learning and studying are identified (eg. Deep approach, Surface apathetic approach and Strategic approach)

To optimize learning, it is necessary to understand the learning processes that make high-quality learning outcomes possible.

The whole teaching-learning environment, particularly the assessments, has a significant impact on how students learn.

Appropriate actions should be taken to promote deep and strategic learning and studying approaches to achieve optimum learning.

Thank You

1. Bandaranayake, R. (2009). Study skills. In Dent, J.A., and Harden, R. M. (Eds). A practical Guide for Medical Teachers. Edinburgh: Elsevier.

2. CNAA (1992). Improving student learning project. Oxford Centre for Staff Development, Oxford.3. Diseth, A. (2003). Personality and Approaches to Learning as Predictors of Academic Achievement. European Journal of

Personality,17,143–155.4. Entwistle N. J., and Ramsden, P. (1983). Understanding student learning. London: Croom Helm.5. Entwistle N.J., and McCune, V. (2004). The Conceptual Bases of Study Strategy Inventories Educational Psychology Review, 4, 25-

345.6. Long, W. F. (2003). Dissonance detected by cluster analysis of responses to the approaches and study skills inventory for

students. Studies in Higher Education, 28(1), 21–35. 7. McMillan, W., J. (2007). “Then you get a teacher”—Guidelines for excellence in teaching. Medical Teacher, 29 (8), e209 - e2188. Marton, F., Saljo, R. (1976) On qualitative differences in learning. I: Outcomes and process. British Journal of Educational

Psychology, 46, 4-11.9. Mattick, K., Dennis, I., and Bligh, J. (2004). Approaches to learning and studying in medical students: validation of a revised

inventory and its relation to student characteristics and performance. Medical Education, 38, 535–543.10. Mayya, S.S., Krishna Rao, A., and Ramnarayan, A. (2004). Learning approaches, learning difficulties and academic performance of

undergraduate students of physiotherapy. The Internet Journal of Allied health Sciences and Practice, 2(4) 1-6. Accessed at http://ijahsp.nova.edu.

11. Reid, W.A., Duvall, E., and Evans, P. (2007). Relationship between assessment results and approaches to learning and studying in Year Two medical students. Medical Education, 41, 754-762.

12. Schouwenburg, H.C., and Kossowska, M. (1999). Learning styles: Differential effects of self-control and deep-level information processing on academic achievement. In Mervielde, I., Deary, I.J.,De Fruyt, F., and Ostendorf, F. (Eds.), Personality psychology in Europe (7) (263–281).Tilburg: University Press.

13. Tait, H., and Entwistle, N. J. (1996). Identifying students at risk through ineffective study strategies. Higher Education, 31, 97-116.14. Thomas, P.R., and Bain, J.D. (1984). Contextual dependence of learning approaches: The effects of assessments. Human

Learning, 3, 227-240.15. Trigwell, K., Prosser, M. & Waterhouse, F. (1999) ‘Relations Between Teachers’ Approaches to Teaching and Students’ Approaches

to Learning’, Higher Education 37: 57–70.

References