OBJECTIVE: To compare learning approaches of male and female medical students. METHODS: The cross-sectional questionnaire-based study was conducted in March and April 2010 at the Bahria University Medical and Dental College, Karachi, Pakistan. Initially, 100 medical students were enrolled for assessment on the basis of Approaches and Study Skill Inventory for Students. Response to questions was summed up to get scores of subscales, which were then merged to formulate main scales representing learning approaches. Subscales and item responses of both genders were compared by chi-square test on SPSS 15. Results were considered significant at p<0.05. RESULTS: After 2 (2%) dropouts, the sample size stood at 98. Of them, 51 (52%) were girls and 47 (48%) boys. Strategic learning approach was found to be significantly high in females (p<0.01). In subscale analysis, females were better in time management and alertness to assessment demands (p<0.01). In item analysis of deep approach, females scored better in seeking meaning and relating ideas (p<0.04). However, preferred learning environment to support understanding was found in males (p<0.04). CONCLUSION: Female medical students in the study were strategic learners, who could manage time with respect to their studies.
OBJECTIVE: To compare learning approaches of male and female medical students. METHODS: The cross-sectional questionnaire-based study was conducted in March and April 2010 at the Bahria University Medical and Dental College, Karachi, Pakistan. Initially, 100 medical students were enrolled for assessment on the basis of Approaches and Study Skill Inventory for Students. Response to questions was summed up to get scores of subscales, which were then merged to formulate main scales representing learning approaches. Subscales and item responses of both genders were compared by chi-square test on SPSS 15. Results were considered significant at p<0.05. RESULTS: After 2 (2%) dropouts, the sample size stood at 98. Of them, 51 (52%) were girls and 47 (48%) boys. Strategic learning approach was found to be significantly high in females (p<0.01). In subscale analysis, females were better in time management and alertness to assessment demands (p<0.01). In item analysis of deep approach, females scored better in seeking meaning and relating ideas (p<0.04). However, preferred learning environment to support understanding was found in males (p<0.04). CONCLUSION: Female medical students in the study were strategic learners, who could manage time with respect to their studies.