The purpose of this paper is to gain
insight into the relationship between the conventional methods of assessment in
medical surgical courses and students’ approaches to learning. In this
descriptive correlational study; the sample consisted of 198 undergraduate and
postgraduate students studying nursing. Data were obtained using the revised
two-factor study process questionnaire (R-SPQ-2F)
and the Assessment preference inventory including personal characteristics and
assessment methods. The results showed that mean grade for deep learning
approaches were a bit higher than surface learning approaches. (Mean ± Standard
error [SE] 34.27 ± 5.006 versus Mean ± Standard error [SE] 31.21 ± 5.52). The
deep and surface approaches were proposed each with a motive and strategy
subscale. In this regard; grades of 16.51 ± 2.73, 17.75 ± 3.28 and 14.6 ± 3.72,
16.61 ± 2.74 were obtained for deep motive and strategy and surface motive and
strategy respectively. Regarding the relationship between learning approaches
and clinical assessment methods; the results of ANOVA test showed significant
differences only on surface learning strategy (p < 0.05) and between
clinical, oral and practical group project assessments. In respect to the
relationship between learning approaches and written assessment methods; there
were also strong and significant correlations between True-False questions and
a combination of tests groups in deep motive subscale and between project
assessment and a combination of tests groups in surface strategy subscale (p <
0.05). Suggestions are offered for mixed and new assessment methods and
techniques in medical education. In case of some new debates on evaluation,
workshops and training courses are recommended.
Cite this paper
Sabzevari, S. , Abbaszade, A. & Borhani, F. (2013). The Assessment Methods and Learning Approaches in Nursing Students of Kerman University of Medical Sciences in Iran. Creative Education, 4, 160-164. doi: 10.4236/ce.2013.42023.
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