Association of learning approaches with academic performance of Sri Lankan first-year dental students.

Background: Primarily deep approach (DA) and surface approach (SA) to learning have been distinguished among students.

Purpose: We aimed to determine the learning approaches and their association with the academic performance of a batch of 1st-year Sri Lankan dental students.

Methods: Learning scores of students were calculated using the revised two-factor study process (R-SPQ-2F) questionnaire and they were correlated with the academic performance of students.