Journal of Education and Health Promotion 2277-9531 12 7 2022 08 01 Study of medical students’ learning approaches and their association with academic performance and problem‑solving styles 1 9 29746 EN . Ghobad Ramezani . Azam Norouzi . Seyed Kamran Soltani Arabshahi . Zohreh Sohrabi 0000-0002-7535-559X . Atefeh Zabihi Zazoli . Shahrzad Saravani . Ghadir Pourbairamian Journal Article 2023 03 15 BACKGROUND: Learners have various processing and understanding of the environment and issues<br />and choose different strategies for problem‑solving considering learning and studying approaches.<br />The purpose of this study was to examine medical students’ learning approaches and their association<br />with academic performance and problem‑solving styles.<br />MATERIALS AND METHODS: This study was conducted using the descriptive‑correlational method.<br />The statistical population comprised medical students of Iran University of Medical Sciences during<br />the academic year of 2019–2020. Of them, 168 subjects were chosen based on simple random<br />sampling and Morgan Table. Study tools include the Standard Approaches and Study Skills Inventory<br />for Students (ASSIST) Questionnaire, which includes 18 items and a Likert five‑choice spectrum,<br />and includes a deep, superficial, and strategic approach. Its reliability was determined by Cronbach’s<br />alpha of 0.81. Problem‑Solving Style Questionnaire developed by Cassidy and Long was used. This<br />instrument included 24 items and 6 components, and its reliability equaled 0.83, which was their<br />grade point average. Data were analyzed using normality tests, paired t‑test, Pearson correlation<br />coefficient, and regression through SPSS 16 software.<br />RESULTS: Results implied the positive and significant relationship between deep‑strategic approaches,<br />problem‑solving styles, and academic performance of medical students (P < 0.001); furthermore,<br />there was no significant difference between learning approaches based on gender (P > 0.001), while<br />there was a significant difference between two groups in terms of problem‑solving styles (P < 0.001).<br />CONCLUSION: Because deep and strategic approaches predict academic performance and<br />problem‑solving styles, the diagnostic assessment must be done at the beginning of the educational<br />process to determine the type of learners’ approaches. Such an evaluation can be used to implement<br />instructional strategies and educational designs to improve the academic performance of students.<br /><br /><br /> https://jehp.mui.ac.ir/article_29746_c40b0a7144f196988c2d5d13fa8ca93a.pdf