How first-year medical students perceive changes in their approach to learning science

The study examined how first-year medical students perceive changes in their learning approach during a course focused on critical thinking. The research involved nine students who participated in semi-structured interviews lasting 30 to 50 minutes. Analysis revealed four main findings: most students described a gradual shift from surface-level memorization toward deeper understanding, the majority developed a more critical approach to course material, several students attempted to create conceptual connections between lectures, which they found meaningful but cognitively demanding. Most students also modified their study habits, including increased use of self-testing, after discovering their previous methods were insufficient. The results suggest that first-year medical students are aware of changes in their learning approaches, even though the extent or permanence of such shifts remains uncertain.