Impact of Gender and Academic Phases on Learning Strategies Among Undergraduate Medical Students and Interns of Bangladesh

Abstract

Background: The number of female medical students in Bangladesh is increasing, but there is a lack of research on gender-based and academic phase differences in their learning strategies. The aim of this study was to analyze the uses and changes of learning strategies among undergraduate medical students and intern doctors based on their gender and different academic phases.

Method: This descriptive cross-section study was conducted among 840 MBBS students and intern doctors from eight medical colleges in Bangladesh from June 2024 to July 2025. A convenient sampling technique was used for selecting participants. Data were collected by the self-administered, structured MSLQ questionnaire. Learning strategies were compared by gender using an independent samples t-test and across academic phases using one-way ANOVA.

Results: The mean scores for females were higher than those for males across all learning strategies, except for critical thinking. Statistically significant differences (P < 0.05) were found in learning strategies among students across different phases and intern doctors.

Conclusion: Gender and academic phases are key determinants of learning strategies. Female students are more engaged in self-regulated learning. Students utilize deep and more applied approaches as they progress to higher phases.

CME J 2026; 5(1): 05-11