فهرست نشریات علمی دسترسی آزاد ایران

INTRODUCTION: Every individual has different learning approaches in acquisition and processingof knowledge. Physiotherapy, an evolving allied health science profession, is developing rapidly.Exploration of learning approaches among physiotherapy students will help the academicians to enrichthe quality of learning. This study aimed to analyze the learning approaches among physiotherapystudents.MATERIALS AND METHODS: A cross‑sectional study was carried out among 435 physiotherapystudents. The Approaches and Study Skills Inventory for Students questionnaire was used to evaluatelearning approaches in both preclinical and clinical students. Data were analyzed using the StatisticalPackage for the Social Sciences software version 21. Statistical significance was set at P < 0.05.RESULTS: A total of 435 participants, 233 (53.56%) in preclinical phase and 202 (46.44%) in clinicalphase with a mean age of 19.01 ± 1.01 and 22.03 ± 1.43 years, respectively, participated in thestudy. Among the 435 students, 411 (94.49%) adopted the deep approach, while only 21 (4.83%)and 3 (0.69%) adopted strategic approach and surface approach, respectively. Preclinical studentshad significantly higher mean scores for strategic and surface approaches than clinical (P = 0.000)and (P = 0.000) using independent t‑test, respectively. Out of the 435 students, 50 (11.45%) weremale and 385 (88.51%) were female. Male students appeared less likely to adopt the deep learningapproach than female students (P = 0.013).CONCLUSIONS: Assessment of learning approaches will assist the academicians to developteaching and learning strategies and effective curriculum depending on the perspectives of students.Multiple methodologies focused on interactive student‑centric approach should be utilized to enhancepositive learning outcomes.