Towards the identification of student learning problems: the development of a diagnostic inventory
Article first published online: 29 JAN 2009
1988 Blackwell Publishing
Volume 22, Issue 6, pages 518–526, November 1988
How to Cite
NEWBLE, D. I., ENTWISTLE, N. J., HEJKA, E. J., JOLLY, B. C. and WHELAN, G. (1988), Towards the identification of student learning problems: the development of a diagnostic inventory. Medical Education, 22: 518–526. doi: 10.1111/j.1365-2923.1988.tb00797.x
- Issue published online: 29 JAN 2009
- Article first published online: 29 JAN 2009
- Received 15 January 1988; editorial comments to authors 12 April 1988; accepted for publication 12 May 1988
- students, medical/*psychol;
- education, medical, undergraduate;
Summary. An understanding of how students approach their learning has important implications for medical education. Of particular interest is the fact that the approach students use in their study has a significant impact on both the quality of the learning and their academic success. It would clearly be of value to identify students whose approach to learning was predictive of unsatisfactory performance.
This paper describes the initial development of two versions of an inventory (questionnaire) which was designed to aid in the diagnosis of student learning problems. Preliminary information is given on the reliability and validity of these instruments. Factor analyses support the underlying design. Correlation of subscales with academic performance has provided encouraging evidence of the potential of these inventories in identifying students with specific learning or study problems.