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Table 3 Differences in motivation and process of the surface, deep and strategic approaches to learning assessed in the Study Process Questionnaire [41].

From: Stress, burnout and doctors' attitudes to work are determined by personality and learning style: A twelve year longitudinal study of UK medical graduates

  Motivation Process
Surface Completion of the course Fear of failure Rote learning of facts and ideas Focussing on task components in isolation Little real interest in content
Deep Interest in the subject Vocational relevance Personal understanding Relate ideas to evidence Integration of material across courses Identifying general principles
Strategic Achieving high grades Competing with others To be successful Use techniques that achieve highest grades Level of understanding Patchy and variable