Perceptions of the learning environment, learning preferences, and approaches to studying among medical students in Pakistan

Abstract

Students at a Pakistani medical college were surveyed using instruments taken from Western research. The students who rated their courses positively tended to adopt an organised approach in their learning and studying. The students who perceived that their assessment and workload were inappropriate preferred a transmissive approach to teaching and adopted a surface approach in their learning and studying. The students who preferred a student-centred approach to teaching tended to adopt a deep approach in their learning and studying. This confirms the idea, well established in Western research, that there exists a strong relationship between students' perceptions of their courses and the approaches that they adopt on those courses. However, the incorporation of problem-based learning in the medical curriculum had not led to any enhancement of their perceptions and preferences, nor had it led to an unambiguous improvement in their approaches to studying. This is attributed to the hybrid nature of their programmes, in which problem-based activities were combined with more conventional forms of teaching and assessment, and to the anxiety and stress which seem to be common among students at medical schools in Pakistan.

Effect of learning approaches on the academic profile of fourth year undergraduate students of a Private Medical College.

“…To achieve these skills learning environment, learning styles and approaches of learners play a significant role. 11,13 In our study female predominance was observed. Majority having done their intermediate concurrent to a study conducted in Karachi.…”

Academic culture of Pakistani medical colleges

“…Rote memorization is commonly seen. Hence, students use their notes and study guides to prepare for exams (Ullah et al, 2016). This leads to surface learning instead of an in-depth understanding of concepts and underlying principles (Getha-Eby et al, 2014).…”

Comparing The Learning Approaches Using Biggs Revised Study Process Questionnaire (R-SPQ-2F) Among Dental Undergraduates

“…Pre and post test study can be carried out to measure the learning approaches in a specific subject with the help of single teaching strategy i;e: PBL and type of assessment; as assessment drives student learning. 22 Assessment enables us to measure time to time outcomes and changes in learning approaches. Moreover, PBL teaching strategies should be integrated in dental curriculum of BUMDC to enhance critical thinking.…”

“…7 In Pakistan, most of the undergraduate medical and dental institutes have the hybrid traditional curriculum. 22 Bahria University Medical and Dental College (BUMDC) is practicing hybrid curriculum which is modular in nature. Hybrid curriculum is the amalgamation of teacher centered and student centered educational content.…”