Learning approaches and their correlation with the teaching environment and individual characteristics in medical school

Abstract: Introduction: The quality of learning of medical students has been a recurring subject of research in recent decades, but there are scarce national studies on it. The learning environment should encourage deep learning, as it is intimately related to meaningful learning. Active learning methods are linked to better quality of learning, since they provide a favorable environment for deep learning. Objective: The aim of this study was to evaluate the quality of learning of students at a medical school that adopts active learning methods for all course years and correlate it to students’ views on educational environment and sociodemographic data. Method: This is a cross-sectional descriptive study with 1st to 6th-year medical students from the Federal University of São Carlos. The R-SPQ-2f, DREEM and sociodemographic questionnaires were applied. Descriptive analysis was performed, and frequencies were compared using chi-square test or Fisher’s exact test. Differences between means were evaluated with either Student’s t-test or Mann-Whitney’s test, when comparing only two groups, and with one-way analysis of variance (ANOVA) or Kruskal-Wallis’ test, when comparing more than two groups. Associations between quantitative variables were verified with either Pearson’s or Spearman’s correlation coefficient. Statistical analysis was performed with IBM SPSS Statistics version 25.0. For significance, p-value<0.05 was adopted. Result: 226 students were interviewed. The average deep learning score was 33.52 points, and, for superficial learning, 17.42 points. As for how the environment was perceived, the average score was 129.77. The objective variables that showed influence in learning were sex, course start age, previous contact with active learning methods, language study, previous undergraduate training, or post-graduate degree, receiving financial help from family and current course year. Conclusion: Active learning methods may stimulate the adoption of deep learning strategies. The evaluation of factors that influence study approaches is complex, involving subjective individual parameters.

摘要：引言：近数十年来，医学生的学习质量始终是学界持续关注的研究议题，但相关全国性研究仍较为匮乏。学习环境应助力深度学习，因其与有意义学习密切相关。主动学习方法与更优质的学习质量息息相关，因其可为深度学习营造有利环境。研究目的：本研究旨在评估一所全学段采用主动学习方法的医学院校学生的学习质量，并分析其与学生对教育环境的感知及社会人口学数据的相关性。研究方法：本研究为横断面描述性研究，研究对象为圣卡洛斯联邦大学1至6年级医学生。研究采用R-SPQ-2f量表、DREEM量表及社会人口学问卷开展调查。统计分析包含描述性分析，采用卡方检验或Fisher确切概率法比较频数分布；仅比较两组均数差异时，采用两独立样本t检验或Mann-Whitney U检验，比较三组及以上时则采用单因素方差分析（ANOVA）或Kruskal-Wallis H检验；定量变量间的相关性通过Pearson相关系数或Spearman相关系数进行验证。本研究使用IBM SPSS Statistics 25.0软件完成统计分析，检验水准设定为p<0.05。研究结果：共纳入226名学生参与调查。学生深度学习平均得分为33.52分，表层学习平均得分为17.42分；教育环境感知维度平均得分为129.77分。对学习质量存在显著影响的客观变量包括性别、入学年龄、既往主动学习方法接触经历、语言学习情况、既往本科教育背景或研究生学历、家庭经济资助情况及当前就读学年。研究结论：主动学习方法可有效促进深度学习策略的运用。影响学习方式的因素评估较为复杂，涉及个体主观参数。