Learning approach among health sciences students in a medical college in Nepal: a cross-sectional study

Background Many factors shape the quality of learning. The intrinsically motivated students adopt a deep approach to learning, while students who fear failure in assessments adopt a surface approach to learning. In the area of health science education in Nepal, there is still a lack of studies on learning approach that can be used to transform the students to become better learners and improve the effectiveness of teaching. Therefore, we aimed to explore the learning approaches among medical, dental, and nursing students of Chitwan Medical College, Nepal using Biggs’s Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) after testing its reliability.