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

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.