Medical students' approaches to learning over a full degree programme.

In the cohort starting 2004 ( Table 1 ) there was no significant change in the score for learning approach by the beginning of academic year 2008 (Year 5; for intercalating students, Year 4), although the fall in surface score almost achieved significance.

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The deep score increased, but did not achieve significance, although the rise in the score for one of its subscales, interest in ideas, did. The students who started in 2005 ( Table 5 ) also showed a fall in the surface score, but this did not quite achieve significance, although its subscale, fear of failure, did.

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There was a slight trend towards a rise in scores for deep and strategic approach, and fall in those for surface approach over Years 1–5, but in only some cohorts were these statistically significant.

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The strategic score increased by 6.57 and almost reached significance at 0.051.

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When this cohort was tested the following year ( Table 3 ) the rise in alertness to assessment and monitoring effectiveness persisted, but a fall in achieving was no longer evident; in the surface subscales there was a fall in fear of failure, but the slight rise in syllabus boundness did not achieve significance.

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