Differential preference for teaching methods among superficial and deep learners in a medical school in Malaysia.

ABSTRACT

Introduction: Learning approach by students may be by superficial learning or by deep learning where there is critical analysis of ideas. AIMST University follows hybrid curriculum with lectures, problem based learning (PBL), clinical bed side teaching and a structured clinical skill laboratory. Design: Cross-sectional study Participants: A total of 463 students (417 medical students and 46 dental students). Main outcome measures: Learning approach (surface and deep learning style), preferred study habits, academic achievement. Results: Positive correlation between deep approach learner and assessment and negative correlation between superficial approach learner and assessment was revealed. Discussion: The deep approach learners preferred the PBL sessions and cited reasons they had the ability to gain more knowledge through self- directed learning. Conclusion: Students should be motivated towards deep approach learning in order to enhance learning processes and for achieving greater academic success.