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The Relationship between Erciyes, Selçuk, and Akdeniz Medical School Third-Year Students’ Learning Approaches and Their Non-attendance Attitude and Tendencies

AUTHORS

avatar Zeynep Baykan 1 , * , avatar Yeşim Şenol 2 , avatar Ayşen Melek Aytuğ Koşan 3 , avatar Melis Naçar 4

1 Associate Professor, Erciyes University, Faculty of Medicine, Department of Medical Education, Kayseri, Turkey

2 Professor, Akdeniz University, Faculty of Medicine, Department of Medical Education, Antalya, Turkey

3 Asistant Professor, Selçuk University, Faculty of Medicine, Department of Medical Education, Konya, Turkey

4 Professor, Erciyes University, Faculty of Medicine, Department of Medical Education, Kayseri, Turkey

How to Cite: Baykan Z, Şenol Y, Aytuğ Koşan A M, Naçar M. The Relationship between Erciyes, Selçuk, and Akdeniz Medical School Third-Year Students’ Learning Approaches and Their Non-attendance Attitude and Tendencies. J Med Edu. 2017;16(2):e105575.
doi: 10.22037/jme.v16i2.13954.

ARTICLE INFORMATION

Journal of Medical Education: 16 (2); e105575
Published Online: October 17, 2017
Article Type: Research Article
Received: September 22, 2016
Accepted: July 26, 2017
DOI: 10.22037/jme.v16i2.13954
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Abstract

Background: Non-attendance is an undesirable student behavior. Although some studies about the factors for non-attendance behavior have been carried out at medical schools, the learning approach of a student has not been studied and it can also be a factor for non-attendance. We aimed to assess the relationship between learning approaches and non-attendance attitude and tendency.Methods: This is a correlational study. 644 students registered in three medical schools were enrolled. Data were collected during May 2015. “The Revised Two Factor Learning Approach Scale”, “Non-attendanceAttitude Scale” and “Non-attendance Tendency Scale” were used as data collection tools.Results: Out of 478 studied students, 10.3% mentioned that they never missed theoretical classes and 71.3% mentioned that they never missed practical classes. Sleeplessness was the most common reason fornon-attendance. 45.6% of all students thought that non-attendance affected student success. The students’ mean score for deep learning was 29.5±6.1 and for superficial learning was 30.5±5.6. The mean scorefor non-attendance attitude scale was 54.4±12.8 and from non-attendance tendency scale was 90.5±19.6. Conclusion: Learning approach is an effective factor for attendance. As deep learning approach is adopted, tendency for non-attendance decreases and the attitude becomes positive.

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© 2017, Journal of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.
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