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

2010 ◽  
Vol 34 (4) ◽  
pp. 192-196 ◽  
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.

Learning styles of medical students change in relation to time

2011 ◽  
Vol 35 (3) ◽  
pp. 307-311 ◽  
Author(s):  
Erol Gurpinar ◽  
Hilal Bati ◽  
Cihat Tetik
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Integrated Curriculum ◽  
Sample Selection ◽  
First Year ◽  
First Year Students ◽  
Curriculum Models ◽  
Hybrid Curriculum ◽  
Over 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.

scholarly journals Learning styles and academic achievement among undergraduate medical students in Thailand

2015 ◽  
Vol 12 ◽  
pp. 38 ◽  
Author(s):  
Wichuda Jiraporncharoen ◽  
Chaisiri Angkurawaranon ◽  
Manoch Chockjamsai ◽  
Athavudh Deesomchok ◽  
Juntima Euathrongchit
Keyword(s):  
Academic Achievement ◽  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Undergraduate Medical Students ◽  
Grade Point ◽  
Learning Content ◽  
Index Of Learning Styles ◽  
High Academic Achievement

Purpose: This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

scholarly journals Learning Styles of Undergraduate Medical Students

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

<strong>Introduction: </strong>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. <strong>Methods: </strong>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. <strong>Results: </strong>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. <strong>Conclusions: </strong>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.

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

2007 ◽  
Vol 31 (2) ◽  
pp. 158-160 ◽  
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.

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

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.

scholarly journals Learning styles, academic achievement, and mental health problems among medical students in Thailand

2016 ◽  
Vol 13 ◽  
pp. 38 ◽  
Author(s):  
Salilthip Paiboonsithiwong ◽  
Natchaya Kunanitthaworn ◽  
Natchaphon Songtrijuck ◽  
Nahathai Wongpakaran ◽  
Tinakon Wongpakaran
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Mental Health Problems ◽  
Demographic Data ◽  
Health Problems ◽  
Grade Point ◽  
First Year Medical Students

Purpose: This study aimed to investigate the prevalence of various learning styles among medical students and their correlations with academic achievement and mental health problems in these students. Methods: This study was conducted among 140 first-year medical students of Chiang Mai University, Thailand in 2014. The participants completed the visual-aural-read/write-kinesthetic (VARK) questionnaire, the results of which can be categorized into 4 modes, corresponding to how many of the 4 types are preferred by a respondent. The 10-item Perceived Stress Scale (PSS-10) and the 21-item Outcome Inventory (OI-21) were also used. The participants’ demographic data, grade point average (GPA), and scores of all measurements are presented using simple statistics. Correlation and regression analysis were employed to analyze differences in the scores and to determine the associations among them. Results: Sixty percent of the participants were female. The mean age was 18.86±0.74 years old. Quadmodal was found to be the most preferred VARK mode (43.6%). Unimodal, bimodal, and trimodal modes were preferred by 35%, 12.9%, and 18.6% of the participants, respectively. Among the strong unimodal learners, visual, aural, read/write, and kinesthetic preferences were reported by 4.3%, 7.1%, 11.4%, and 12.1% of participants, respectively. No difference was observed in the PSS-10, OI-anxiety, OI-depression, and OI-somatization scores according to the VARK modes, although a significant effect was found for OI-interpersonal (F=2.788, P=0.043). Moreover, neither VARK modes nor VARK types were correlated with GPA. Conclusion: The most preferred VARK learning style among medical students was quadmodal. Learning styles were not associated with GPA or mental health problems, except for interpersonal problems.

scholarly journals Incorporating patient safety into early undergraduate medical education: teaching medical students to perform surgical time outs during anatomy

2021 ◽  
Vol 10 (1) ◽  
pp. e001229
Author(s):  
Abdul-Rahman M Suleiman ◽  
Daniel Amarasinghe ◽  
Priya Kathuria ◽  
Jacob Vandel ◽  
Jordan Holloway ◽  
...  
Keyword(s):  
Medical Education ◽  
Patient Safety ◽  
Medical Students ◽  
Gross Anatomy ◽  
First Year ◽  
Surgical Time ◽  
Surgical Safety ◽  
Wayne State University ◽  
Time Out ◽  
Surgical Errors

ObjectivesTo introduce surgical safety checklists and time outs to future physicians through early incorporation of time outs in the first year gross anatomy course.SettingThe Wayne State University School of Medicine Anatomy Lab.ParticipantsApproximately 300 first year medical students per year participated in the intervention.InterventionsAn educational presentation on medical errors focusing on surgical errors was developed. Students in 2017–2018 viewed the presentation and completed two time outs, one with the first anatomy dissection and a second with the last dissection. Preintervention and postintervention surveys were completed and results compared. Students completed a second postintervention survey after the second time out. Students in 2018–2019 were asked to complete the time outs before every dissection. Time out procedure sheets were collected to determine completion rates. The intervention was further modified for academic year 2019–2020 and time out sheets were again collected.Outcome measuresFour domains of learning were surveyed: (1) major components and goals/limitations of universal protocol, (2) medical error lexicon, (3) components of a time out, and (4) confidence in completing time out checklists.ResultsPostintervention surveys demonstrated significant improvement in each domain. Students found time outs easy to complete and developed confidence in performing time outs. Following a successful pilot, time outs were incorporated into every dissection. Students continued to perform this procedure despite absence of adverse consequences for not doing so.ConclusionStudents found the time outs easy to complete and developed the confidence and ability to perform a surgical time out early in their medical education. The new skills, knowledge and attitudes that these medical students have developed will hopefully improve the care they provide to patients, thereby advancing the practice of quality improvement and patient safety in the clinical setting.

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

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.  

scholarly journals The Utilization of the iOS Platform to Create LearnENT: An Interactive Educational App in Otolaryngology—Head and Neck Surgery

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
S. Kohlert ◽  
N. Scherer ◽  
S. Kherani ◽  
L. McLean
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Styles ◽  
Head And Neck ◽  
Design Process ◽  
Mobile Apps ◽  
Neck Surgery ◽  
Head And Neck Surgery ◽  
Development Processes

LearnENT, an educational app for iOS, was developed to promote a standardized experience otolaryngology in head and neck surgery (OTOHNS) for University of Ottawa medical students. Its development was grounded in pedagogical theory including Laurillard’s design process, Honey and Mumford’s learning styles, and Nielsen’s theory of usability. This paper examines LearnENT's design and development processes as well as the role of mobile apps in medical education. Features of the LearnENT app as they apply to Constructivist learning are also highlighted.

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