2022/11/21 by Gry Mørk, Astrid Gramstad, Lene A. Åsli +8
Medicine · Psychology · Social Sciences · #Communication in Education and Healthcare #Evaluation of Teaching Practices #Innovations in Medical Education
paper · doi:10.1080/00313831.2022.2148274
crossref issued 2022/11/21 · crossref published 2022/11/21 · crossref published-online 2022/11/21 · openalex publication_date 2022/11/21 · crossref created 2022/11/22 · crossref deposited 2024/02/29 · crossref published-print 2024/04/15 · openalex created_date 2025/10/10 · crossref indexed 2026/07/25 · openalex updated_date 2026/07/29
Whether higher education students’ approaches to studying are amenable to change, is disputed. In this study, Norwegian occupational therapy students’ (n = 263) approaches to studying were assessed annually across the three-year course, with the aim of exploring changes during the undergraduate study program. Sociodemographic information and the Approaches and Study Skills Inventory for Students were completed. Changes during the follow-up period were analyzed using linear mixed models for repeated measures. A significant increase in deep approach scores and a decrease in surface approach scores during the study program was revealed. The strategic approach remained unchanged, but with a difference between education institutions. Overall, the study suggests that the students’ approaches to studying changed in a positive direction during the study program. Attention should be given to students at risk of adopting a surface approach to studying and to the individual and contextual elements influencing study behaviors.