The Open UniversitySkip to content
 

Perceived academic quality and approaches to studying in the health professions

Richardson, John T. E.; Dawson, Lesley; Sadlo, Gaynor; Jenkins, Virginia and McInnes, Janet (2007). Perceived academic quality and approaches to studying in the health professions. Medical Teacher, 29(5) e108-e116.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/01421590701529389
Google Scholar: Look up in Google Scholar

Abstract

BACKGROUND: Students in higher education may adopt different approaches to studying, depending upon their perceptions of the academic quality of their courses and programmes, and both are likely to depend upon the nature of the curricula to which they are exposed. AIMS: Perceptions of quality and approaches to studying were investigated in students taking pre-registration programmes in a school of health professions. Two of the programmes were 3-year undergraduate programmes with subject-based curricula, and two were 2-year entry-level masters programmes with problem-based curricula. METHOD: The Course Experience Questionnaire (CEQ) and the Revised Approaches to Studying Inventory (RASI) were administered to the students within a single survey. Their teachers were also surveyed with regard to their beliefs and intentions about teaching. RESULTS: The teachers on the two kinds of programme exhibited similar beliefs and intentions about teaching. However, the students on the masters programmes produced higher ratings than did the students on the undergraduate programmes with regard to the appropriateness of their assessment, the acquisition of generic skills and the emphasis on student independence. The students on the masters programmes were also more likely to show a deep approach to studying and less likely to show a surface approach to studying than were the students on the undergraduate programmes. CONCLUSIONS: The CEQ and the RASI provide complementary evidence for use in research, in quality assurance and in quality enhancement. In comparison with subject-based curricula, problem-based curricula seem to enhance students' perceptions of their programmes and the quality of their learning.

Item Type: Journal Article
ISSN: 0142-159X
Academic Unit/Department: Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 11539
Depositing User: Users 9 not found.
Date Deposited: 29 Aug 2008 08:20
Last Modified: 02 Dec 2010 20:11
URI: http://oro.open.ac.uk/id/eprint/11539
Share this page:

Altmetrics

Scopus Citations

Actions (login may be required)

View Item
Report issue / request change

Policies | Disclaimer

© The Open University   + 44 (0)870 333 4340   general-enquiries@open.ac.uk