Evaluating Study Approach of Dental Students in Palestine using a Study Process Questionnaire: A Cross-Sectional Study.

Background: Learning approach strategies are an important factor to obtain knowledge in any professional course. Surface approach learning and deep approach learning are two main types of learning strategies.

Aim: The aim of present study was to evaluate the study approach strategies of dental students in Palestine.

Materials And Methods: The present study follows a cross-sectional study design, which includes 250 students from first year to fifth year at Al Quds University. The present study evaluated the study approach using a questionnaire called R-SPQ-2F that was filled by all the students using Google forms. The assessment scores from the curriculum assessment examination were also compared with the scores of the R-SPQ-2F questionnaire. SPSS software was used to analyze data.

Results: The results of the ANOVA show that the students in the fifth years had significantly higher mean scores of deep learning approaches than other years ( < 0.001). The students having curriculum assessment scores above 80% showed significantly more deep learning strategies than surface learning strategies ( < 0.05).

Conclusion: Deep learning approach can provide better academic outcome. Newer teaching strategies that enhance the deep learning approach should be encouraged in the dental curriculum.