Can student learning approach measured by established questionnaires be correlated to student performance/outcomes or are we ASSISTing DREEMs?

Questionnaires based studies of learning style/approach have influenced the design of modern medical curricula. Questions remain about the validity of these questionnaires across ever evolving student populations as approaches to learning almost inevitably change during medical school. This pilot study aims to identify differing learning approaches in first year medical students and determine a relationship with academic performance in an established curriculum designed to prepare for the United States Medical Licensing Examination. Fifty-one semester-I medical students participated in this study through completing the Approaches and Study Skills Inventory for Students (ASSIST) and the Dundee Ready Education Environment Measure (DREEM). DREEM scores showed a positive educational climate. Preferred approach to learning was 31%, 61%, and 8% for deep, strategic and surface approaches respectively. No significant difference was found between examination performance across students who adopted differing learning approaches. Performance correlated with both strategic (r=0.276, P