Learning styles of physiology students interested in the health professions

2009 ◽  
Vol 33 (1) ◽  
pp. 30-36 ◽  
Author(s):  
Jennifer Breckler ◽  
David Joun ◽  
Huy Ngo
Keyword(s):  
Gender Differences ◽  
Academic Success ◽  
Learning Styles ◽  
Career Choice ◽  
Student Learning ◽  
Learning Style ◽  
Health Professions ◽  
Learning Preferences ◽  
Multimodal Learning ◽  
Student Groups

Student learning may be classified according to the sensory modalities by which one prefers to take in information. One such classification scheme uses the VARK instrument, which categorizes learning preferences as visual (V), auditory (A), reading-writing (R), or kinesthetic (K). Many students have a single, strong preferences (“unimodal”), whereas others have multiple (“multimodal”) learning preferences. Although limited in scope and reliability, knowledge of student learning preferences is important for reasons of pedagogy. Teaching and student learning styles may also affect student academic success in science coursework and fulfillment of student career goals. In our study, we determined the learning preferences of upper-division students in a human physiology course during a 2-yr period at a public undergraduate institution in California. We also sought to determine the association between individual learning styles and stated career intentions. We found that the majority of students interested in the health professions have multimodal learning preferences. Furthermore, a greater percentage of premedical students had multimodal preferences compared with predental and prescientist students. When data were compared by gender, we found that more female than male students had multimodal learning preferences. We also observed some gender differences when separating student groups by career choice. For example, more premedical men had multimodal preferences compared with nonpremedical men. In contrast to men, women showed little differences in their learning style profiles whether premedical or not and also self-predicted their learning preferences more accurately. Thus, career choice may be an important consideration in determining whether or not there are gender differences among students.

scholarly journals Learning Style Preferences Among Undergraduate Medical Students: An Experience from Different Medical Colleges of Bangladesh

2019 ◽  
Vol 10 (2) ◽  
pp. 26-30
Author(s):  
Md Rezaul Karim ◽  
AKM Asaduzzaman ◽  
Md Humayun Kabir Talukder ◽  
Kazi Khairul Alam ◽  
Farhana Haque ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Learning Preferences ◽  
Multimodal Learning ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical Colleges

This descriptive type of cross sectional study was conducted to determine the learning styles of undergraduate medical students. The study period was from July 2017 to June 2018. The study was carried out among the students of 2nd, 3rd and 4th phases of MBBS course of 3 government and 4 non-government medical colleges of Bangladesh. Out of 7 medical colleges, 4 were within Dhaka and 3 were from outside Dhaka. The sample size was 1004 students. Medical colleges were selected purposively and convenience sampling technique was adopted for data collection. Bangla translated version Fleming's VARK (visual, auditory, read/write and kinesthetic) questionnaire was used to identify the learning styles of students. The study revealed that out of 1004 medical students, 64.2% preferred multimodal learning styles and rest 35.8% preferred unimodal learning styles. Among unimodal learning preferences, auditory (A) and kinesthetic (K) were the most preferred sensory modalities of learning. Among multimodal learning styles preferences, the combination of auditory & kinesthetic (AK) and auditory, read/write & kinesthetic (ARK) were predominant. There were only significant differences of the mean scores of visual (V) learning style among the male and female students. Majority of students preferred multimodal learning styles. Students are able to learn effectively as long as the teacher provides a blend of visual, auditory, read/writing and kinesthetic activates. The study recommended that teachers should be aware of the medical students' learning styles and aligning teaching-learning methods with learning styles will improve their learning and academic performance. Bangladesh Journal of Medical Education Vol.10(2) 2019: 26-30

scholarly journals OPTIMISATION OF SELECTION OF ELECTRONIC LEARNING RESOURCES ACCORDING TO STUDENT GROUP COMPOSITION

2018 ◽  
Vol 67 (5) ◽  
pp. 134
Author(s):  
Tetiana M. Derkach
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Information And Communication Technologies ◽  
Learning Preferences ◽  
Chemical Information ◽  
Learning Resources ◽  
Student Groups ◽  
Electronic Learning ◽  
Advantages And Disadvantages ◽  
Selection Of

The technology of integration of learning methods, forms and means of information and communication technologies is described with due regards for psychological and pedagogical characteristics of student groups. The results of theoretical and experimental research conducted on the basis of two Ukrainian universities with the participation of 341 students in the "Chemistry" training area and 18 lecturers of basic chemical disciplines are highlighted. Both students and lecturers were polled in a specially designed questionnaire to show their attitude to the use of various electronic learning resources in learning and teaching basic chemical disciplines. Students’ preferences in learning styles were estimated on the basis of a self-scoring questionnaire for assessing preferences on four complementary dimensions, such as perception (sensitive or intuitive), input (visual or verbal), processing (active or reflective) and understanding (sequential or global) of chemical information. Such an approach is known as the method of Felder-Soloman, and it allows one to calculate Indices of Learning Style which assess qualitatively available preferences of all respondents in each of the four available directions. The developed technology allows lecturers to qualify an optimal set of electronic learning resources for the teaching of individual sections of chemistry, taking into account preferences in their use of students with different learning styles. The technology under development is based on the calculation of average resource scores as assessed by all students in the group, as well as on the expert evaluation of the feasibility of their application in the teaching of basic chemical disciplines. The taxonomy of the optimal selection of electronic learning resources and teaching methods is developed for each type of students’ learning preferences. Advantages and disadvantages of all available variants of the application of the developed technology are discussed for student groups of different compositions. An example of the application is given for studying the discipline "Inorganic Chemistry".

scholarly journals Understanding the Learning Styles of Physiotherapy Students

2021 ◽  
Vol 11 (7) ◽  
pp. 188-193
Author(s):  
Ruchi Desai ◽  
Manali Shah
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Preferences ◽  
Male Students ◽  
Multimodal Learning ◽  
Learning Preference ◽  
Wide Range ◽  
Educational Satisfaction ◽  
Aural Learning ◽  
Physiotherapy Students

Physiotherapy students have wide range of diversity in their learning preferences therefore this has been always a challenged for the teachers to meet their demands. Understanding learning style preference encourages both students and teachers to continuously update themselves resulting in greater educational satisfaction. Study was performed to find out differences of learning preferences from first to final year physiotherapy students of LJ Institute of physiotherapy, Ahmedabad, Gujarat. Total 220 physiotherapy students from all four years were invited to participate in study, out of which 161 students (male: 49, female: 112) voluntarily participated in study. A web-based survey was implemented in this study which included VARK questionnaire and we found 72.7% students have multimodal learning style and kinaesthetic was the preferred sensory modalities of learning for most of the years but final year also showed more aural learning. Most of the male students in our study showed kinaesthetic learning and previous year academic performance also has influence on learning preference. Key words: VARK, learning style, Physiotherapy.

scholarly journals A Learning Style Comparison between Synchronous Online and Face-to-Face Engineering Graphics Instruction

2017 ◽  
Vol 10 (2) ◽  
pp. 1 ◽  
Author(s):  
Wade H. Goodridge ◽  
Oenardi Lawanto ◽  
Harry B. Santoso
Keyword(s):  
Academic Success ◽  
Learning Styles ◽  
Student Learning ◽  
Student Performance ◽  
Learning Style ◽  
Delivery Method ◽  
Engineering Graphics ◽  
Face To Face ◽  
Student Learning Styles ◽  
Synchronous Online

The implementation of a successful engineering program to a synchronous online curriculum is subject to many impacting factors. One such factor, that has not seen much investigation, concerns learning styles. Student learning styles may have a dramatic influence on the success of a synchronous online deliverable engineering graphics curriculum. The immediate objective of this research was to look at the effectiveness of teaching Engineering Graphics with a synchronous online delivery method and to compare it to a more traditional face-to-face delivery method. Using Kolb’s learning style inventory, student learning styles in both educational settings were investigated and analyzed to discover the student population’s prevailing learning style. Data relating to class success was collected with surveys, personal feedback, and by observing overall student performance based on grades and responses to the survey material presented. The study targeted 6 separate sections of an engineering graphics course taught by the same instructor, in the same physical setting, and with identical curricula over a two-year period. Data analysis allowed for an introspective look into correlations between academic success and the learning styles of the students. Findings suggest that (1) Converger students receive significantly higher final course grades when they are in a synchronous online environment; (2) Assimilator and Converger synchronous online students show significant improved differences in their final open-ended project scores over their face-to-face taught peers, the prevalent learning style within the course. Suggestions to accommodate learning styles are present.

scholarly journals Are All Distance Learners Created Equal? A Quantitative Analysis of Academic Performance in a Distance Tertiary Institution

10.28945/2822 ◽  
2004 ◽  
Author(s):  
Zlatko J Kovacic ◽  
John Steve Green
Keyword(s):  
Academic Achievement ◽  
Learning Environment ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Student Support ◽  
Learning Preferences ◽  
Global Learning ◽  
Tertiary Institution ◽  
Student Learning Styles

This paper reports initial research results on the relationship between student learning styles and academic achievement in a distance education computing course with Internet-based student support. The learning styles of students in a computer concepts class were evaluated and classified according to the Felder-Soloman Learning Style Index. We have identified statistically significant differences in performance between different learner types, i.e. groups of students with different learning preferences. The best course performance in both course components: in-course assessment and final examination was identified in students with reflective, sensing, verbal and global learning preferences. One possible explanation of this result might be that the current teaching styles and distance learning environment (course material and online student support) gives an advantage to this type of learner. To test this hypothesis we are planning changes in the learning environment and methodology to cater for a variety of student learning styles. We can then test if academic achievement has been improved by comparing it with the results presented in this paper.

scholarly journals Does learning style preferences influence academic performance among dental students in Isfahan, Iran?

2018 ◽  
Vol 15 ◽  
pp. 8 ◽  
Author(s):  
Najmeh Akhlaghi ◽  
Hosein Mirkazemi ◽  
Mehdi Jafarzade ◽  
Narjes Akhlaghi
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Demographic Data ◽  
Dental Students ◽  
Learning Preferences ◽  
Multimodal Learning ◽  
Cross Sectional ◽  
Language Version

Purpose: The present study aimed to identify the learning preferences of dental students and to characterize their relationship with academic performance at a dental school in Isfahan, Iran. Methods: This cross-sectional descriptive study included 200 undergraduate dental students from October to November 2016. Data were collected using a 2-part questionnaire. The first part included demographic data, and the second part was a Persian-language version of the visual, aural, read/write, and kinesthetic questionnaire. Data analysis was conducted with the chi-square test, 1-way analysis of variance, and multiple linear regression. Results: The response rate was 86.6%. Approximately half of the students (51.5%) had multimodal learning preferences. Among the unimodal group (48.5%), the most common mode was aural (24.0%), followed by kinesthetic (15.5%), reading-writing (8.0%), and visual (1.0%). There was a significant association between academic performance and the reading/writing learning style preference (P< 0.01). Conclusion: Multimodal learning styles were the most preferred. Among single-mode learning styles, the aural style was most common, followed by the kinesthetic style. Students with a reading/writing preference had better academic performance. The results of this study provide useful information for preparing a more problem-based curriculum with active learning strategies.

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

scholarly journals ATTITUDES TOWARD LEARNING PREFERENCE:THE RELATION WITH PERSONALITY

2020 ◽  
pp. 341-348
Author(s):  
Lilly E. Both ◽  
Keyword(s):  
Academic Success ◽  
Personality Traits ◽  
Learning Strategies ◽  
Learning Style ◽  
Teaching And Learning ◽  
Learning Preferences ◽  
Hierarchical Regression ◽  
Evidence Based Practices ◽  
Attitudes Toward Learning ◽  
Teaching And Learning Strategies

In this study, 106 women (M age = 23 years) completed a series of questionnaires online assessing personality traits and facets (subscales), learning preferences (Activist, Reflector, Theorist, Pragmatist), and attitudes toward learning preferences.The vast majority of participants in this study believed that students are more likely to have academic success when teaching and learning strategies match their learning style. However, the results of several hierarchical regression analyses found that a large proportion of variance in learning style was accounted for by personality traits or facets. For example, 43% of the variance in the Activist Learning Style was accounted for by higher scores on Extraversion, and lower scores on Conscientiousness and Negative Emotionality. When personality facet scores were used as predictors, the proportion of variance jumped to 55%. Similarly, between 27-31% of the variance in Reflector, Theorist and Pragmatist Learning Style was accounted for by personality facet scores alone. The results are discussed in terms of learning style attitudes and myths pervasive in the literature, and the need for evidence-based practices.

scholarly journals The Learning Styles Neuromyth Is Still Thriving in Medical Education

2021 ◽  
Vol 15 ◽  
Author(s):  
Philip M. Newton ◽  
Hannah Farukh Najabat-Lattif ◽  
Gabriella Santiago ◽  
Atharva Salvi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Research Evidence ◽  
Educational Practice ◽  
Health Professions ◽  
Fundamental Principle ◽  
Evidence Based ◽  
Research Papers ◽  
Sensory Preference

Learning Styles theory promises improved academic performance based on the identification of a personal, sensory preference for informational processing. This promise is not supported by evidence, and is in contrast to our current understanding of the neuroscience of learning. Despite this lack of evidence, prior research shows that that belief in the Learning Styles “neuromyth” remains high amongst educators of all levels, around the world. This perspective article is a follow up on prior research aimed at understanding why belief in the neuromyth of Learning Styles remains so high. We evaluated current research papers from the field of health professions education, to characterize the perspective that an educator would be given, should they search for evidence on Learning Styles. As in earlier research on Higher Education, we found that the use of Learning Style frameworks persist in education research for the health professions; 91% of 112 recent research papers published on Learning Styles are based upon the premise that Learning Styles are a useful approach to education. This is in sharp contrast to the fundamental principle of evidence-based practice within these professions. Thus any educator who sought out the research evidence on Learning Styles would be given a consistent but inaccurate endorsement of the value of a teaching technique that is not evidence based, possibly then propagating the belief in Learning Styles. Here we offer perspectives from both research and student about this apparent mismatch between educational practice and clinical practice, along with recommendations and considerations for the future.

An empirical investigation on learning and teaching lean manufacturing

2020 ◽  
Vol 62 (3) ◽  
pp. 339-354
Author(s):  
Guilherme Luz Tortorella ◽  
Rogério Miorando ◽  
Diego Fettermann ◽  
Diego Tlapa Mendoza
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Lean Manufacturing ◽  
Teaching Method ◽  
Learning Preferences ◽  
Teaching Approaches ◽  
Content Type ◽  
Learning And Teaching

PurposeThis article identifies the association between two methods for teaching lean manufacturing (LM): problem-based learning (PBL) and classroom lectures, and students' learning styles of a postgraduate course.Design/methodology/approachData were collected from graduate students LM courses that present different teaching approaches. Thus, students' learning preferences were gathered through the application of the Index of Learning Style questionnaire, and their performance assessed after each course.FindingsResults indicate that learning styles are indeed associated with LM teaching approaches, and comprehending interaction effects between learning style dimensions is essential for properly adapting the teaching method. However, these interactions have different extensions.Originality/valueAlthough teaching LM has significantly evolved over the past decades, the single application of traditional teaching methods jeopardizes learning effectiveness of graduate students because of the practical nature of LM. This study provides evidence to better understand the effect of complementary teaching methods and their relationship with students' preferences, empirically examining that there is not one best approach for understanding LM.

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