Abstract:

Introduction:
Nowadays, teaching-learning process focus on the student. Consequently, to know how students face their learning tasks, could be of increased interest to university lecturers and if such behaviour would change in a short space of time.

Objective:
To analyse the evolution (3-year follow-up) of the behaviour on the learning approaches employed by Year 2 physiotherapy students at University of Vigo.

Method:
Prospective study. The Biggs’ questionnaire on learning approaches was used (Biggs et al., 2001 – original version; Muñoz San Roque and Martínez Felipe, 2012 – Spanish version). The study was carried out in the academic courses 2014-2015, 2015-2016 and 2016-2017 and Year 2 physiotherapy students participated in it. Total sample was composed of 130 students, 47 students of academic year 2014-2015, 41 of academic year 2015-2016 and 42 of academic year 2016-2017. The average age was 20.60±2.63 years.

Results:
53.8% of the participants were women and 46.2% were men. To the total sample and in relation to academic course, there were no statistical differences for “Deep approach” and “Superficial approach”, neither for any of the sub scales (Deep motive, Deep strategy, Superficial motive and Superficial strategy). There was a significant difference by gender for Superficial approach” and its sub scales (p<0.05), with higher values for male. Also in relation to the gender, 85.71% of the women and 75% of the men had a “Deep approach” contrasting with 10% with “Balanced approach” and 4.29% with “Superficial approach” among the women and 18.33% with “Balanced approach” and 6.67% with “Superficial approach” among the men.

Conclusions:
A 3-year follow-up on the learning approaches of Year 2 Physiotherapy students assessed by the Bigg’s questionnaire showed no differences among the different academic courses. For this reason, we could think that learning approach among those students who study Physiotherapy Degree is similar. However, there seem to be a difference by gender pointing to higher values for “Superficial approach” and its sub scales among men.

Keywords:

Learning approaches, High Education, Physiotherapy.