The conceptions of the nature of learning of first-year physiotherapy students and their relationship to students' learning outcomes

Research shows that students' conceptions of what 'learning' is influences both their approaches to learning and their learning outcomes. Lower level conceptions of learning are associated with surface approaches to learning, encouraging poor quality learning outcomes. However, more advanced concept ions are associated with deep learning approaches and high-quality learning outcomes. The Structure of Observed Learning Outcomes (SOLO) taxonomy was used to analyse the conceptions of learning of a new intake of physiotherap y, students. The presence of a relationship between these and assessment ou tcomes was also investigated. As in other studies, a majority of students h ad lower level conceptions of learning than desired in higher education. Ho wever, a larger proportion of students had higher levels of conception than has been found in other research. A direct relationship between conception s of learning and learning outcomes was also identified. The implications o f these findings for achievement of high-quality learning are discussed.