Learning styles of medical students change in relation to time

The aim of the present study was to investigate if any changes exist in the learning styles of medical students over time and in relation to different curriculum models with these learning styles. This prospective cohort study was conducted in three different medical faculties, which implement problem-based learning (PBL), hybrid, and integrated curriculum models. The study instruments were Kolb's Learning Style Inventory (LSI) and a questionnaire describing the students' demographic characteristics. Sample selection was not done, and all first-year students ( n = 547) were targeted. This study was designed in two phases. In the first year, the study instruments were delivered to the target group. The next year, the same instruments were delivered again to those who had fully completed the first questionnaire ( n = 525). Of these, 455 students had completed the instruments truly and constituted the study group. The majority of the students were assimilators and convergers in both the first and second years. A change in learning style was observed between 2 yr in 46.9% of the students in the integrated curriculum, in 49.3% of the students in the hybrid curriculum, and 56.4% of the students in the PBL curriculum. The least and most changes observed between the learning style groups were in assimilators and divergers, respectively. Curriculum models and other independent variables had no significant effect on the change between learning styles. The learning styles of medical students may change over time. Further followup studies in larger groups are needed to clarify this relation.

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The Implementation of Flipped Classroom using Screencast-O-Matic to Improve Students’ Verbal Linguistic Intelligence

International Journal of Engineering & Technology ◽

10.14419/ijet.v7i4.15.23602 ◽

2018 ◽

Vol 7 (4.15) ◽

pp. 435

Author(s):

Cahyo Hasanudin ◽

Ayu Fitrianingsih ◽

. .

Keyword(s):

Learning Styles ◽

Learning Style ◽

Flipped Classroom ◽

Visual Learning ◽

First Year ◽

First Year Students ◽

Auditory Learning ◽

Data Collection Technique ◽

Normalized Gain ◽

Academic Year

This research aims to 1) implement flipped classroom model using screencast-o-matic, 2) investigate the improvement of verbal linguistic intelligence through the implementation of flipped classroom model using screencast-o-matic for the students of IKIP PGRI Bojonegoro in academic year 2017-2018. This research is classroom action research (CAR) conducted at IKIP PGRI Bojonegoro, the subjects of the research are the first year students in second semester of academic year 2017-2018. The indicators of the research are measured using N-Gain test with the normalized Gain index interpretation category. Data sources in this research are 1) learning activities 2) informants, 3) documentary data. Data collection technique used documentation methods,observations, and verbal linguistic test of Thomas Armstrong by using Likert scale. The results of this research show that 1) the implementation of flipped classroom uses six stages, 2) the improvement of students’ verbal linguistic intelligence can be seen from the actions in every cycle. In the preliminary research, the researcher had measured the students’ learning styles, from 30 students who were the subject of research. There were 6 students who had visual learning style, 7 students had auditory learning style, and 17 students had kinesthetic learning style. In cycle I, FLIP model is implemented and students’ verbal linguistic intelligence is 61,43. In cycle II, students’ verbal linguistic intelligence is 81, 03. The conclusion of this research are 1) the the implementation of flipped classroom model using Screencast-O-Matic uses FLIP model, 2) the improvement of students’ verbal linguistic intelligence in IKIP PGRI Bojonegoro can be classified into average category.

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Group work and the change of obstacles over time: The influence of learning style and group composition

Active Learning in Higher Education ◽

10.1177/1469787417707613 ◽

2017 ◽

Vol 18 (2) ◽

pp. 99-113 ◽

Cited By ~ 8

Author(s):

Danny Soetanto ◽

Matthew MacDonald

Keyword(s):

Learning Style ◽

Group Work ◽

First Year ◽

First Year Students ◽

Work Activity ◽

Work Activities ◽

Diverse Learning ◽

The Difference ◽

The Impact ◽

Over Time

It is through working in groups that students develop cooperative learning skills and experience. However, group work activity often leads students into a difficult experience, especially for first-year students who are not familiar with group work activities at university. This study explores obstacles faced by first-year students during their group work activities. It investigates whether a group of students with a similar learning style (homogeneous group) experience different obstacles compared to a group of students with a diverse learning style (heterogeneous group). In addition, to identify the difference, if any, between a group formed by a tutor and one where the students form the group themselves, tutor and self-allocated group allocations are explored. This study focuses on obstacles experienced by these students during group work activities. Using a sample of more than 200 students over a period of 3 years, the types and the changes of obstacles in different stages of group life are explored. The findings show that students experience obstacles which can be classified into personal and social, leadership and management, and task-related obstacles. Those obstacles were not static but increased over time. The study also investigates the impact of different methods of forming groups and whether this impacted on obstacles experienced. Overall, different interventions prompted different patterns of obstacle development.

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Learning Styles of Undergraduate Medical Students

Universitas Médica ◽

10.11144/javeriana.umed59-2.apre ◽

2018 ◽

Vol 59 (2) ◽

Author(s):

Michelle Cortés Barré ◽

Javier Francisco Gullén Olaya

Keyword(s):

Medical Students ◽

Learning Styles ◽

Learning Style ◽

First Year ◽

Undergraduate Medical Students ◽

Effective Learning ◽

Learning Style Inventory ◽

Learning Style Preferences ◽

Style Preferences ◽

First Year Medical Students

Introduction: According to the experiential learning theory, each person develops a learning style that characterizes his/her preferred way to acquire and transform experiences to create knowledge. The objective of this study was to identify the learning styles of undergraduate medical students. Methods: The Kolb Learning Style Inventory was applied to first-year medical students at the Pontificia Universidad Javeriana (Bogotá, Colombia) during the second period of 2009. Results: 204 students completed the questionnaire (the average age was 18.5 years; 55% were women). Students preferred the abstract styles of learning, including assimilating (47%) and converging (27%) styles. Conclusions: Having information about medical students learning style preferences can help educators to design teaching strategies that promote a more effective learning. Teachers should provide a variety of learning contexts to stimulate the strengthening of their abilities.

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Learning styles of first-year medical students attending Erciyes University in Kayseri, Turkey

AJP Advances in Physiology Education ◽

10.1152/advan.00043.2006 ◽

2007 ◽

Vol 31 (2) ◽

pp. 158-160 ◽

Cited By ~ 66

Author(s):

Zeynep Baykan ◽

Melis Naçar

Keyword(s):

Medical Students ◽

Learning Styles ◽

Learning Style ◽

First Year ◽

Learning Approaches ◽

Turkish Version ◽

First Semester ◽

Significant Difference ◽

Visual Learners ◽

First Year Medical Students

Educational researchers postulate that every individual has a different learning style. The aim of this descriptive study was to determine the learning styles of first-year medical students using the Turkish version of the visual, auditory, read-write, kinesthetic (VARK) questionnaire. This study was performed at the Department of Medical Education of Erciyes University in February 2006. The Turkish version of the VARK questionnaire was administered to first-year medical students to determine their preferred mode of learning. According to the VARK questionnaire, students were divided into five groups (visual learners, read-write learners, auditory learners, kinesthetic learners, and multimodal learners). The unimodality preference was 36.1% and multimodality was 63.9%. Among the students who participated in the study (155 students), 23.3% were kinesthetic, 7.7% were auditory, 3.2% were visual, and 1.9% were read-write learners. Some students preferred multiple modes: bimodal (30.3%), trimodal (20.7%), and quadmodal (12.9%). The learning styles did not differ between male and female students, and no statistically significant difference was determined between the first-semester grade average points and learning styles. Knowing that our students have different preferred learning modes will help the medical instructors in our faculty develop appropriate learning approaches and explore opportunities so that they will be able to make the educational experience more productive.

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Assessing the Learning Style of Medical Students in Shahid Beheshti University of Medical Sciences by using VARK Approach

10.21203/rs.3.rs-513470/v1 ◽

2021 ◽

Author(s):

Lida Shams ◽

Shahram Yazdani ◽

Taha Nasiri ◽

Jamil Sadeghifar ◽

Sara Shahbazi

Keyword(s):

Medical Students ◽

Learning Styles ◽

Learning Style ◽

Analytical Study ◽

Visual Learning ◽

First Year ◽

Medical Sciences ◽

Significant Difference ◽

The University ◽

First Year Medical Students

Abstract Background Extensive factors affect students' learning such as their learning style, the identification of which is considered as important in solving the problems and shortcomings of educational system in the current situation. The present study aimed to determine the learning style of first-year medical students in the Shahid Beheshti University of Medical Sciences in 2018.Methods In the present descriptive and analytical study, 111 first-year medical students at the university were included through census method. The data were collected by using VARK learning style standard questionnaire and analyzed using SPSS16 software based on the questionnaire guide.Results Most students had a multi-modal learning style (52%) although no significant difference was observed between preferring single- and multi-model styles. Among the multi-modal learning styles, bi-modal style was more applied by subjects (21.62%). In addition, aural and visual learning styles were determined as the most (20, 37.74%) and least (8, 15.09%) frequent styles preferred by students, respectively.Conclusion Due to the preference of most students to use multimodal styles, medical instructors should highlight the diversity of learners' learning styles and select appropriate methods for students' learning.

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Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education?

AJP Advances in Physiology Education ◽

10.1152/advan.00075.2010 ◽

2010 ◽

Vol 34 (4) ◽

pp. 192-196 ◽

Cited By ~ 46

Author(s):

Erol Gurpinar ◽

Mustafa Kemal Alimoglu ◽

Sumer Mamakli ◽

Mehmet Aktekin

Keyword(s):

Academic Achievement ◽

Medical Education ◽

Medical Students ◽

Learning Styles ◽

Student Satisfaction ◽

Learning Style ◽

Participation Rate ◽

Hybrid Structure ◽

First Year ◽

Traditional Training

The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods and academic achievement in them. This study was carried out with the participation of 170 first-year medical students (the participation rate was 91.4%). The researchers prepared sociodemographic and satisfaction questionnaires to determine the characteristics of the participants and their satisfaction levels with traditional training and PBL. The Kolb learning styles inventory was used to explore the learning styles of the study group. The participants completed all forms at the end of the first year of medical education. Indicators of academic achievement were scores of five theoretical block exams and five PBL exams performed throughout the academic year of 2008–2009. The majority of the participants took part in the “diverging” ( n = 84, 47.7%) and “assimilating” ( n = 73, 41.5%) groups. Numbers of students in the “converging” and “accommodating” groups were 11 (6.3%) and 8 (4.5%), respectively. In all learning style groups, PBL satisfaction scores were significantly higher than those of traditional training. Exam scores for “PBL and traditional training” did not differ among the four learning styles. In logistic regression analysis, learning style (assimilating) predicted student satisfaction with traditional training and success in theoretical block exams. Nothing predicted PBL satisfaction and success. This is the first study conducted among medical students evaluating the relation of learning style with student satisfaction and academic achievement. More research with larger groups is needed to generalize our results. Some learning styles may relate to satisfaction with and achievement in some instruction methods.

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Learning Styles of Indonesian EFL Students: Culture and Learning

10.31235/osf.io/j8vwe ◽

2020 ◽

Author(s):

Yana Shanti Manipuspika

Keyword(s):

Learning Styles ◽

Language Learning ◽

Learning Strategies ◽

Learning Style ◽

First Year ◽

Language Abilities ◽

First Year Students ◽

Practice Knowledge ◽

Learning Styles Inventory ◽

Style Preferences

Learners’ success in language learning is affected by many factors, including age, aptitude, and intelligence, cognitive style, attitudes, motivation, and personality. Besides, learning strategies and learning styles also help to succeed in language learning. This paper discusses the learning style preferences of the first-year students at English Department Universitas Brawijaya Malang, Indonesia. There were two problems that attempted to be answered; first, what are the learning styles used by the students, and second, how influential is culture to the students’ learning. Barsch Learning Styles Inventory (BLSI) was employed as an instrument for 73 respondents. The results showed that more than 50% of respondents prefer visual mode, and the remaining were auditory learners, kinesthetic, and bimodal learners who combine visual and auditory modes in learning English. This might be affected by the culture of Indonesian learners that, in general, are accustomed to listening and reading instead of giving spaces to practice knowledge. Understanding the styles of learning can be very useful for the students to learn in the way they learn best through the activities. It will enable them to understand the course contents more comfortably so it can improve their motivation and language abilities, enjoy the learning process, decrease stress, and eventually get better achievement.

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Kolb’s Learning Style Inventory 4.0 and its association with traditional and problem based learning teaching methodologies in medical students

Pakistan Journal of Medical Sciences ◽

10.12669/pjms.37.1.2275 ◽

2020 ◽

Vol 37 (1) ◽

Author(s):

Muhammad Zafar Iqbal Hydrie ◽

Syed Muhammad Zulfiqar Hyder Naqvi ◽

Shams Nadeem Alam ◽

Syed Imtiaz Ahmed Jafry

Keyword(s):

Medical Students ◽

Learning Styles ◽

Learning Style ◽

Problem Based Learning ◽

Cross Sectional Study ◽

Cross Sectional ◽

Teaching Methodologies ◽

Learning Style Inventory ◽

Creative Commons ◽

Over Time

Objectives: To assess learning styles and the association of various teaching methodologies of medical students. Methods: A cross-sectional study was carried out amongst 523 medical students of Baqai Medical College, Baqai Medical University, Karachi, from July 2019 to October 2019. All students from first to final year, who attended the undergraduate MBBS program were included. The study instrument was a questionnaire containing students’ demographic details, David Kolb’s Learning Style Inventory 4.0 and traditional and PBL teaching methodologies were asked. The association of various learning styles and preferred teaching methodologies with year of study was also assessed by using Pearson’s chi-square test. Results: Out of 523 students, 518 returned the completed questionnaire. A majority of the students had either imagining or experiencing learning style. No change in learning style was observed between years of study. A significant association between the teaching methodologies and year of study was found in the imagining (p=0.033) and experiencing (p=0.044) learning style groups. Conclusion: Students from different years of study at medical school did not have significantly different learning styles though the student’s preferences to teaching methodologies seem to change over time in the respective learning style groups. Longitudinal studies are necessary to identify the factors influencing such change and explore the association between learning styles over time on teaching methodologies in medical education. doi: https://doi.org/10.12669/pjms.37.1.2275 How to cite this:Hydrie MZI, Naqvi SMZH, Alam SN, Jafry SIA. Kolb’s Learning Style Inventory 4.0 and its association with traditional and problem based learning teaching methodologies in medical students. Pak J Med Sci. 2021;37(1):146-150. doi: https://doi.org/10.12669/pjms.37.1.2275 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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