Evaluating Study Approach of Dental Students in Palestine using a Study Process Questionnaire: A Cross-Sectional Study

Abstract

Background: Learning approach strategies are an important factor to obtain knowledge in any professional course. Surface approach learning and deep approach learning are two main types of learning strategies. Aim: The aim of present study was to evaluate the study approach strategies of dental students in Palestine. Materials and Methods: The present study follows a cross‑sectional study design, which includes 250 students from first year to fifth year at Al Quds University. The present study evaluated the study approach using a questionnaire called R‑SPQ‑2F that was filled by all the students using Google forms. The assessment scores from the curriculum assessment examination were also compared with the scores of the R‑SPQ‑2F questionnaire. SPSS software was used to analyze data. Results: The results of the ANOVA show that the students in the fifth years had significantly higher mean scores of deep learning approaches than other years (P < 0.001). The students having curriculum assessment scores above 80% showed significantly more deep learning strategies than surface learning strategies (P < 0.05). Conclusion: Deep learning approach can provide better academic outcome. Newer teaching strategies that enhance the deep learning approach should be encouraged in the dental curriculum.