The Relationship Between Egypt’s Post-Reform Educational Climate and Medical Students’ Learning Approaches: A National Cross-Sectional Study

The Relationship Between Egypt’s Post-Reform Educational Climate and Medical Students’ Learning Approaches: A National Cross-Sectional Study | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Relationship Between Egypt’s Post-Reform Educational Climate and Medical Students’ Learning Approaches: A National Cross-Sectional Study Yusof Mohamed Omar, Nour Edin Darwish, Abdelrahman A. Hashem, and 7 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8930698/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 10 You are reading this latest preprint version Abstract Introduction The educational climate profoundly shapes student learning. Following Egypt’s 2017 medical education reform, little is known about the current learning environment or its influence on student approaches. This study examined the relationship between the educational climate and learning approaches among Egyptian medical students. Methods A cross-sectional study was conducted from December 2024 to March 2025 using convenience sampling across universities in Egypt’s seven regions. Students’ deep and surface learning approaches were measured with the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F), and perceptions of the educational climate were assessed using the Educational Climate Inventory (ECI). Multiple linear regression identified factors associated with students’ learning approaches. Results A total of 1,752 students participated (mean age 20.9 years; 55.7% female). Only 31.3% received study guidance, while 80.4% felt exams prioritize recall over critical thinking, and 85.5% saw education as entirely memorization-based. Higher deep learning scores were associated with receiving formal study guidance (B = 1.29, p < .001), a perceived climate valuing the Centrality of Learning and Mutual Respect (B = 0.19, p < .001), and greater perceived Competitiveness and Stress (B = 0.12, p = .046). In contrast, a perceived climate of Passive Memorization was associated with lower deep learning (B = –0.21, p = .013). Higher surface learning scores were associated with a perceived climate of Passive Learning and Memorization (B = 0.26, p < .001), while a climate valuing Centrality of Learning and Mutual Respect was linked to lower surface learning (B = –0.16, p < .001). Conclusion A supportive educational climate that values meaningful learning is associated with deeper learning approaches, whereas recall-driven environments promote surface learning. Reducing memorization-focused assessments and implementing guided learning may foster more effective learning approaches among medical students. Medical education Learning approaches Educational climate Medical students Egypt Full Text Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 22 Apr, 2026 Reviews received at journal 20 Apr, 2026 Reviewers agreed at journal 16 Apr, 2026 Reviews received at journal 06 Apr, 2026 Reviewers agreed at journal 24 Mar, 2026 Reviewers invited by journal 08 Mar, 2026 Editor invited by journal 24 Feb, 2026 Editor assigned by journal 22 Feb, 2026 Submission checks completed at journal 22 Feb, 2026 First submitted to journal 21 Feb, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8930698","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":603138818,"identity":"08f42dbf-4dfa-4a2f-93c9-8dd1dd9a76a9","order_by":0,"name":"Yusof Mohamed Omar","email":"data:image/png;base64,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","orcid":"","institution":"Mansoura University","correspondingAuthor":true,"prefix":"","firstName":"Yusof","middleName":"Mohamed","lastName":"Omar","suffix":""},{"id":603138819,"identity":"2ae76558-0690-497e-9147-84142c47a6d9","order_by":1,"name":"Nour Edin Darwish","email":"","orcid":"","institution":"Mansoura University","correspondingAuthor":false,"prefix":"","firstName":"Nour","middleName":"Edin","lastName":"Darwish","suffix":""},{"id":603138820,"identity":"82d9ae35-4895-4493-b846-7697e046570f","order_by":2,"name":"Abdelrahman A. 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Following Egypt’s 2017 medical education reform, little is known about the current learning environment or its influence on student approaches. This study examined the relationship between the educational climate and learning approaches among Egyptian medical students.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA cross-sectional study was conducted from December 2024 to March 2025 using convenience sampling across universities in Egypt’s seven regions. Students’ deep and surface learning approaches were measured with the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F), and perceptions of the educational climate were assessed using the Educational Climate Inventory (ECI). Multiple linear regression identified factors associated with students’ learning approaches.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA total of 1,752 students participated (mean age 20.9 years; 55.7% female). Only 31.3% received study guidance, while 80.4% felt exams prioritize recall over critical thinking, and 85.5% saw education as entirely memorization-based. Higher deep learning scores were associated with receiving formal study guidance (B = 1.29, p \u0026lt; .001), a perceived climate valuing the Centrality of Learning and Mutual Respect (B = 0.19, p \u0026lt; .001), and greater perceived Competitiveness and Stress (B = 0.12, p = .046). In contrast, a perceived climate of Passive Memorization was associated with lower deep learning (B = –0.21, p = .013). Higher surface learning scores were associated with a perceived climate of Passive Learning and Memorization (B = 0.26, p \u0026lt; .001), while a climate valuing Centrality of Learning and Mutual Respect was linked to lower surface learning (B = –0.16, p \u0026lt; .001).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA supportive educational climate that values meaningful learning is associated with deeper learning approaches, whereas recall-driven environments promote surface learning. Reducing memorization-focused assessments and implementing guided learning may foster more effective learning approaches among medical students.\u003c/p\u003e","manuscriptTitle":"The Relationship Between Egypt’s Post-Reform Educational Climate and Medical Students’ Learning Approaches: A National Cross-Sectional Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-03-12 15:49:14","doi":"10.21203/rs.3.rs-8930698/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-04-22T06:23:43+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-20T14:50:33+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"199677057075673361444473183890290933027","date":"2026-04-16T23:23:18+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-06T15:10:10+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"135732773732860092552648646487961680678","date":"2026-03-24T12:42:47+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-03-09T03:18:08+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-02-24T10:00:33+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-02-23T04:57:13+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-02-23T04:56:33+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2026-02-21T05:07:21+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"4be8e641-cb87-4904-b467-077b1fd13e84","owner":[],"postedDate":"March 12th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-05-11T18:08:12+00:00","versionOfRecord":[],"versionCreatedAt":"2026-03-12 15:49:14","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8930698","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8930698","identity":"rs-8930698","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}