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Abstract Background: The educational landscape is continually evolving, with diverse learning approaches emerging to meet the needs of modern students. Learning theories such as behaviorism and cognitivism emphasize that instructional methods can significantly influence student engagement and academic performance. This is particularly relevant in health professions’ education, where Generation Z (Gen Z) students characterized by distinct learning preferences and digital fluency, require teaching strategies aligned with their cognitive and behavioural traits. Identifying the most effective learning approach is critical for enhancing educational outcomes and fostering deeper learning. This study aimed to assess the predominant learning approach among undergraduate Gen Z dental students using the Approaches and Study Skills Inventory for Students (ASSIST) questionnaire. Methodology: A cross-sectional survey was conducted in June 2024 among second, third, and final-year BDS students at a dental college in South India. A validated questionnaire (ASSIST) was distributed through Google Forms, with 267 out of 291 students (91.8% response rate) participating after providing informed consent. Statistical Analysis: Data were analyzed using SPSS. Learning approach scores were compared across academic year and gender using independent t -tests and one-way ANOVA ( P < 0.05). Results: The response rate was 91.8%, with 73.2% females and 26.2% males. About 31% were from the second and final years, and 37% from the third year. The strategic approach was the most preferred, followed by the deep approach, with no significant differences across year or gender. Conclusion: Understanding students’ learning preferences, especially among Gen Z generation can guide educators in developing best practices, tailoring curricula, and enhancing overall instructional effectiveness.
Jayakumar et al. (Wed,) studied this question.