1. Corrigan O, Pinchen I. Tomorrow’s Doctors, a changing profession: Reformation in the UK medical-education system. In: Brosnan C, Turner BS, editors. Handbook of the Sociology of Medical Education. Oxon, UK: Routledge; 2009.
2. Cooke M, Irby DM, O’Brien BC. Educating Physicians: A Call for Reform of Medical School and Residency. San Francisco, CA: Jossey-Bass Inc; 2010.
3. Marton F, Säljö R. On Qualitative Differences in Learning: I—Outcome and Process*. Br J Educ Psychol. 1976;46(1):4–11.
4. Marton F, Säaljö R. On Qualitative Differences in Learning—Ii Outcome as a Function of the Learner’s Conception of the Task. Br J Educ Psychol. 1976;46(2):115–27.
5. Biggs J, Kember D, Leung DYP. The revised two-factor Study Process Questionnaire: R-SPQ-2F. Br J Educ Psychol. 2001;71(1):133–49.
6. McManus IC, Richards P, Winder BC. Intercalated degrees, learning styles, and career preferences: prospective longitudinal study of UK medical students. BMJ. 1999 Aug 28;319(7209):542–6.
7. Emilia O, Bloomfield L, Rotem A. Measuring students’ approaches to learning in different clinical rotations. BMC Med Educ. 2012 Nov 15;12(1):114.
8. Chen Y, Henning M, Yielder J, Jones R, Wearn A, Weller J. Progress testing in the medical curriculum: students’ approaches to learning and perceived stress. BMC Med Educ. 2015 Sep 11;15(1):147.
9. Mogre V, Amalba A. Approaches to learning among Ghanaian students following a PBL-based medical. Educ Med J [Internet]. 2015 Mar 24 [cited 2020 Jul 8];7(1). Available from: http://eduimed.usm.my/EIMJ20150701/EIMJ20150701_05.pdf
10. Vaughan B. Confirmatory factor analysis of the Study Process Questionnaire in an Australian osteopathy student population. Int J Osteopath Med. 2016 Jun 1;20:62–7.
11. Shaik SA, Almarzuqi A, Almogheer R, Alharbi O, Jalal A, Alorainy M. Assessing Saudi medical students learning approach using the revised two-factor study process questionnaire. Int J Med Educ. 2017 Aug 17;8:292–6.
12. Tetik C, Gurpinar E, Batı H. Students’ Learning Approaches at Medical Schools Applying Different Curricula in Turkey. Kuwait Med J. 2009;6.
13. Weill Cornell Medicine - Qatar (WCM-Q) | Weill Cornell Medicine - Qatar [Internet]. [cited 2020 Dec 27]. Available from: https://qatar-weill.cornell.edu/about-us/overview/weill-cornell-medicine-qatar
14. Health, Illness and Disease (Parts I and II) | Weill Cornell Medicine - Qatar [Internet]. [cited 2020 Dec 27]. Available from: https://qatar-weill.cornell.edu/education-programs/integrated-medical-program/medical-program/first-year-curriculum/health-illness-and-disease-i
15. Albaili MA. An Arabic Version of the Study Process Questionnaire: Reliability and Validity. Psychol Rep. 1995 Dec;77(3_suppl):1083–9.
16. Wright B. Career choice of new medical students at three Canadian universities: family medicine versus specialty medicine. Can Med Assoc J. 2004 Jun 22;170(13):1920–4.
17. Brown TA. Confirmatory Factor Analysis for Applied Research. Guilford Press; 2006. 494 p.
18. López-Aguado M, Gutiérrez-Provecho L. Checking the underlying structure of R-SPQ-2F using covariance structure analysis / Comprobación de la estructura subyacente del R-SPQ-2F mediante análisis de estructura de covarianza. Cult Educ. 2018 Jan 2;30(1):105–41.
19. Xu X, Alhooshani K, Southam D, Lewis JE. Gathering Psychometric Evidence for ASCIv2 to Support Cross-Cultural Attitudinal Studies for College Chemistry Programs. In: Kahveci M, Orgill M, editors. Affective Dimensions in Chemistry Education [Internet]. Berlin, Heidelberg: Springer; 2015 [cited 2020 Jul 9]. p. 177–94. Available from: https://doi.org/10.1007/978-3-662-45085-7_9
20. Soto CM, Pradhan RK. Validación Estructural Del R-SPQ-2F: Un Análisis Factorial Confirmatorio.Rev Digit Investig En Docencia Univ. 7;111–27.
21. Weller JM, Henning M, Civil N, Lavery L, Boyd MJ, Jolly B. Approaches to Learning for the ANZCA Final Examination and Validation of the Revised Study Process Questionnaire in Specialist Medical Training. Anaesth Intensive Care. 2013 Sep 1;41(5):631–40.
22. Lake W, Boyd W. Age, Maturity and Gender, and the Propensity towards Surface and Deep Learning Approaches amongst University Students. Creat Educ. 2015;06(22):2361.
23. Ryan RM, Weinstein N. Undermining quality teaching and learning: A self-determination theory perspective on high-stakes testing. Theory Res Educ. 2009 Jul 1;7(2):224–33.
24. Madaus G, Russell M. Paradoxes of High-Stakes Testing. J Educ. 2010 Jan 1;190(1–2):21–30.
25. Nulty DD. The adequacy of response rates to online and paper surveys: what can be done? Assess Eval High Educ. 2008 Jun 1;33(3):301–14.
26. Tarabashkina L, Lietz P. The impact of values and learning approaches on student achievement: Gender and academic discipline influences. Issues Educ Res. 2011 Aug 24;21(2):210–31.
27. Smith SN, Miller RJ. Learning approaches: examination type, discipline of study, and gender. Educ Psychol. 2005 Feb 1;25(1):43–53.
28. Abu-Hilal MM, Aldhafri S, Al-Bahrani M, Kamali M. The Arab Culture and the Arab Self: Emphasis on Gender. In: King RB, Bernardo ABI, editors. The Psychology of Asian Learners: A Festschrift in Honor of David Watkins [Internet]. Singapore: Springer; 2016 [cited 2020 Dec 29]. p. 125–38. Available from: https://doi.org/10.1007/978-981-287-576-1_8
29. Marsh HW, Abduljabbar AS, Abu-Hilal MM, Morin AJS, Abdelfattah F, Leung KC, et al. Factorial, convergent, and discriminant validity of timss math and science motivation measures: A comparison of Arab and Anglo-Saxon countries. J Educ Psychol. 2013;105(1):108–28.
30. Schwartz AW, Abramson JS, Wojnowich I, Accordino R, Ronan EJ, Rifkin MR. Evaluating the Impact of the Humanities in Medical Education. Mt Sinai J Med J Transl Pers Med. 2009;76(4):372–80.
31. Bastías S G, Villarroel del P L, Zuñiga P D, Marshall R G, Velasco F N, Mena C B. Desempeño académico de los estudiantes de medicina: ¿Un resultado predecible?Rev Médica Chile. 2000 Jun;128(6):671–8.
32. Hall ML, Stocks MT. Relationship between quantity of undergraduate science preparation and preclinical performance in medical school. Acad Med. 1995 Mar;70(3):230–5.
33. Smith SR. Effect of undergraduate college major on performance in medical school. Acad Med. 1998 Sep;73(9):1006–8.