scholarly journals Perception, attitude, knowledge and learning style preference on challenges of antimicrobial resistance and antimicrobial overuse among first year doctors in training and final year medical students

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Pinyo Rattanaumpawan ◽  
Nuttagarn Chuenchom ◽  
Visanu Thamlikitkul
Keyword(s):  
Medical Students ◽  
Antimicrobial Resistance ◽  
Learning Style ◽  
First Year ◽  
Learning Style Preference

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 Effective Learning, Leadership and Professionalism Series (ELLPS) nurturing early clinical year development: Transformation based on medical students’ feedbacks.

2020 ◽  
Author(s):  
Fadzilah Mohd Nor ◽  
Nurhuda Ismail ◽  
Thuhairah Hasrah Abdul Rahman ◽  
Mardiana Abdul Aziz ◽  
Jamal Houssaini ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Style ◽  
Development Programme ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Effective Learning ◽  
Qualitative Feedback ◽  
Innovative Learning ◽  
Programme Content ◽  
Student Centred Learning

Abstract Objective To develop an improved early clinical year development programme based on undergraduate medical students’ feedback on the existing programme. Design A one-day evaluation workshop on existing early clinical year development programme was conducted in September 2018 based on a semi-structured qualitative feedback comprising four domains which were the 1) organisation 2) overall programme content 3) comments on each topic content and 4) suggestions on the improvement for future programmes. The domain on comments and suggestions examine the attitudes on 1) what should be learnt 2) when learning should occur 3) what methods should be used 4) how learning should be assessed and 5) what kind of students’ barriers are in such development programme throughout their early clinical years. Participants A total of 220 first-year undergraduate medical students in Year 1 MBBS programme attended the workshop. Results A total of 211 (95.9%) medical students have participated in the feedback survey. Majority of students (more than 80%) were satisfied with the overall programme. Fifty students (23.7%) have provided their comments and suggestions for future improvement. Three domains emerged: 1) effective learning 2) leadership and 3) professionalism encompass eight inter-related themes: 1) packed sessions 2) interactive session 3) learning style 4) critical thinking 5) student-centred learning 6) innovative learning 7) mental fitness and 8) sharing session. Conclusions An improved early clinical year development programme is proposed based on the first-year undergraduate medical students’ feedbacks. It is a transformation to a student-based curriculum with the integration of advanced use of information technology and management education. These findings offer insights into the students’ view of future doctors’ development in effective learning, leadership and professionalism in the clinical context.

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.

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