Learning approaches as a predictor of examination results in pre-clinical medical students

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Previous work in the field of education has described a number of approaches or styles of students to learning. Using the Adelaide Diagnostic Learning Inventory for Medical Students, we sought to determine how such learning approaches related to examination performance, and found that nearly 50% of the variance in examination score was accounted for by learning style. The results give quantitative support for the notion that a deep approach to learning is beneficial, while a surface approach is not, in terms of examination performance.

Original languageEnglish
Pages (from-to)221-227
Number of pages7
JournalMedical Teacher
Issue number2-3
Publication statusPublished - 1 Jan 1994

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