LEARNING APPROACHES AS A PREDICTOR OF EXAMINATION RESULTS IN PRECLINICAL MEDICAL-STUDENTS

Previous work in the field of education has described a number of appr oaches or styles of students to learning. Using the Adelaide Diagnosti c 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 fo r by learning style. The results give quantitative support for the not ion that a deep approach to learning is beneficial, while a surface ap proach is not, in terms of examination performance.