Investigation of approaches to learning of medical students at Prince of Songkla University

Pakamat Sanguansai, Division for Medical Education, F. of Medicine, PSU.
Don McNeil, D. of Statistics, Macquarie U., Sydney, Australia

Published : Songkla Med J 2000, 18(1) : 1-14
Key words : approaches to learning, learning styles, problem-based learning

One hundred and twenty medical students from the 1st to the 4th year (six-year curriculum) at Prince of Songkla University in Southern Thailand were tested using a Thai version of the Lancaster Approaches to Studying Inventory (LASI) to evaluate individual approaches to learning. The factor analysis, combined with reliability analysis, validated the questionnaires (after omitting a small number of unreliable items). There were no differences with respect to gender. Factor analysis for responses showed similar results to previous reports in the factors of meaning and reproducing orientation and showed a satisfactory internal consistency reliability for the comparison of groups. The score for meaning orientation shifted slightly upwards when students were engaged in a brief period of problem-based learning (PBL) but subsequently decreased. Year 1 and Year 4 showed statistically significant difference in fear of failure (p<0.05), strategic (p<0.001) and in comprehension learning (p<0.01) and operating learning (p<0.01). Scores for relating ideas and use of evidence increased in Year 2 and Year 3. Regression analysis confirmed no statistically significant associations with gender and grade point average. The study found that a limited PBL programme might not permanently increase 'deeper learning' although this might be achieved if the PBL were kept up or increased in later years.

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