A strategic learning approach is most commonly associated with high(er) academic performance in medical and dental students¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The most common co-occurrence for a strategic approach was high(er) academic performance, with only one study linking it to low(er) performance. → Marlen A. Roehe 2024

Evidence¶

Marlen A. Roehe 2024¶

Marlen A. Roehe, Carmen Trost, Julia S. Grundnig, Anahit Anvari-Pirsch, Anita Holzinger. (2024). Evaluating the Dynamics of Learning Approaches: A Systematic Review Investigating the Nexus Between Teaching Methods and Academic Performance in Medical and Dental Education. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09952-4

q3 · i? · quant-synthesis · r2

The review's synthesis of 45 co-occurrences between a strategic approach and performance found "53.3% of 45 co-occurrences" were high(er) performance and 42.2% no differences. No effect size is printed, so impact is null.

"The most common co-occurrence for a strategic approach was a high(er) academic performance (53.3% of 45 co-occurrences), followed by no differences in performance (42.2%)."

Discussion¶

The studies measured learning approach with different inventories (see the taxonomy of learning-approaches inventories); the R-SPQ-2F has no strategic scale, so studies using it could not report this approach at all.

Related Claims¶

• In medical and dental education, a deep learning approach is associated with high(er) or no-difference academic performance and never with low(er) performance — related
• Merely modifying teaching methods in medical and dental schools has limited merit for steering students' learning approaches; no one-size-fits-all teaching method exists — related