Purpose: Learning approaches have been described as important factors in determining learning outcomes, nonetheless, several factors influence learning approaches adopted by each student. Understanding students’ approaches to learning and those factors that influence such provide means of upgrading and updating instructional strategies to ensure learning opportunities are maximized. In this study we examined various learning approaches (as adopted by medical students in their clinical clerkship), and their relationship with students’ resilience and levels of psychological distress (PD), and observe lest there are gender differences in these variables. Methods: Participants were undergraduate medical students in their 4th, 5th, and 6th year at the Ekiti State University College of medicine. Each student completed a socio-demographic questionnaire, the Wagnild resilience scale, the Study Process Questionnaire (R-SPQ-2F), and the 4-item Patient Health Questionnaire (PHQ-4). Frequency distribution as well as bivariate inferential statistics were calculated. A p-value of ≤0.05 was adjudged significant. Discussion: This group of medical students adopted multimodal learning approaches, however, deep approaches appeared more prevalent. Both psychological distress and resilience were associated with learning approaches of this group of medical students. Efforts at promoting a deep approach to learning in this group of students and other medical students should involve efforts at reducing stress, building resilience, and promoting mental well-being.
Obadeji, Adetunji; Oluwole, Lateef Olutoyin; and Adeyemo, Deborah A.
"Exploring Learning Approaches of Undergraduate Medical Students and Their Association with Gender, Resilience, and Psychological Distress,"
Health Professions Education: Vol. 9:
3, Article 6.
Available at: https://hpe.researchcommons.org/journal/vol9/iss3/6