scholarly journals Learning styles of psychiatrists and other specialists

2001 ◽  
Vol 25 (8) ◽  
pp. 306-309 ◽  
Author(s):  
Nicholas Airey ◽  
James Marriott ◽  
June Rodd
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Lifelong Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Clinical Implications ◽  
Teaching Approaches ◽  
Concrete Experience ◽  
Learning Styles Inventory ◽  
The Individual

Aims and MethodTo describe how the Learning Styles Inventory was used to assess the preferred learning styles of a group of senior and specialist registrars from different specialities attending a management course.ResultsOf the 272 doctors studied, the learning styles of psychiatrists (n=42) emerged as significantly different to the group as a whole, favouring reflective observation and concrete experience rather than active experimentation or abstract conceptualisation.Clinical ImplicationsKnowledge of learning styles can help improve interactions with other specialities that adopt different learning strategies, and assist with the individual psychiatrist's lifelong learning. To engage the interest of medical students, psychiatrists may need to consider different teaching approaches in line with the prevalent learning style.

scholarly journals Learning Styles in Business Management students: An empirical study in Portuguese Higher Education

2020 ◽  
Vol 21 (3) ◽  
pp. 348-384
Author(s):  
Luísa Margarida Cagica Carvalho ◽  
João Manuel do Freixo Pereira ◽  
Rui Manuel Teixeira Santos Dias ◽  
Adriana Backx Noronha
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Process ◽  
Cognitive Strategies ◽  
Business Management ◽  
Portuguese Higher Education ◽  
The Individual ◽  
Teaching Learning

This research aims to identify the learning styles of Portuguese higher education students in business administration, and in return to enable the identification of effective ways to foster the teaching-learning process. The research is divided into two parts: a theoretical approach and the analysis and discussion of the results obtained in light of the learning style of these students as characterized by the Felder-Silvernman model. The data were collected from 3 Portuguese Higher Education Institutions and seek to contribute to the improvement of the learning process in business management courses and to provide for adequate planning of learning strategies aimed at educational success. The statistical analysis of the data was performed with SPSS version 25.0 for Windows and included both descriptive and inferential statistics. The results of the study are consistent with the findings in the literature in similar contexts, suggesting that learning styles vary according to the individual. Regarding gender, a variable that has been studied relatively little to date, there is also evidence in the study that female students seem to use cognitive strategies significantly more than their male counterparts.

scholarly journals P.108 Integrating learner feedback in developing an evidence-based palliative care curriculum for neurology residents

2017 ◽  
Vol 44 (S2) ◽  
pp. S41-S41
Author(s):  
JA Yeung Laiwah ◽  
A Sarpal ◽  
V Schulz ◽  
T Gofton
Keyword(s):  
Palliative Care ◽  
Learning Styles ◽  
End Of Life ◽  
Learning Strategies ◽  
Learning Style ◽  
Evidence Based ◽  
Medical Interventions ◽  
Learning Style Inventory ◽  
Concrete Experience ◽  
Academic Time

Background: Palliative care is a cornerstone of the management of progressive neurological illness, but there lacks a standardized evidence-based curriculum to teach the unique aspects of neurology-based palliative care to current learners. Methods: A needs assessment involving focus groups with patients, physicians, interdisciplinary members, and trainees was conducted to identify gaps in the current curriculum. The Kolb Learning Style Inventory identified learning strategies among neurology residents. A Palliative Medicine Comfort and Confidence Survey and knowledge pre-test was distributed to determine current learner needs. The curriculum was delivered during academic time, and feedback was obtained for further content revision. Results: Qualitative analysis was used to develop the curriculum with the key principles of symptom management, end-of life communication, psychosocial components of care, and community coordination. Learning styles varied, but preference for active experimentation and concrete experience was noted. Learners identified as comfortable with withdrawal of medical interventions, but requiring support on home palliative care referral, and management of terminal delirium and dyspnea. Further teaching was requested for end of life ethics and communication skills. Conclusions: By integrating current best evidence-based practice in palliative neurology with learner feedback, this project aims to create a comprehensive palliative care curriculum for neurology learners.

scholarly journals The Effects of Culture on Learning Styles: The Sample of Ondokuz Mayıs University

2021 ◽  
Vol 6 (2) ◽  
pp. 54-69
Author(s):  
Fatih Diken ◽  
Nevin Ozdemir
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Learning Style ◽  
Cultural Dimensions ◽  
Experiential Learning Theory ◽  
Data Collection Tool ◽  
Learning Style Inventory ◽  
Concrete Experience ◽  
Significant Difference ◽  
Learning Styles Inventory

This study examines the effect of culture on learning styles. The study sample consisted of undergraduate and graduate students, most of whom are foreign nationals, studying in different departments of Ondokuz Mayıs University in Samsun, Turkey. Based on the experiential learning theory (ELT), Kolb's Learning Styles Inventory (KLSI) was used as a data collection tool to define individual learning styles. By examining previous studies such as the Global Leadership and Organizational Effectiveness (GLOBE), the study focused on categorizing cultural differences. 193 participants from 35 different nationalities were included in one of three cultural clusters (The Middle East, Africa, and Central Asia). In the first part of the study, the dominant learning styles of each cultural cluster were evaluated based on Kolb's traditional 4 learning styles (diverging, converging, assimilating, and accommodating) and the new 9 learning styles (experiencing, imagining, reflecting, analysing, thinking, deciding, acting, balancing) defined in KLSI 3.2 and KLSI 4. It was analysed whether there was a statistically significant difference in the dominant learning styles among the cultural clusters. The results of the analysis showed that there was no significant difference among the cultural clusters according to 4 learning style classifications, whereas there were significant differences among the cultural clusters according to Kolb’s 9 learning style classifications. In the second part of the study, it was evaluated whether there was a significant difference among the cultural clusters according to the modes of grasping experience – concrete experience (CE) and abstract conceptualization (AC) – and two dialectically related modes of transforming experience—reflective observation defined in the ELT model. Keywords: learning style, Kolb learning style inventory (KLSI), culture, cultural dimensions, cultural clusters, higher education

scholarly journals The Possible Differences between Learning Styles Used by Russian, English, French, and Arabic Language Learners

2021 ◽  
Vol 8 (9) ◽  
pp. 471
Author(s):  
Ali Asghar Ahmadishokouh ◽  
Fatemeh Samadi
Keyword(s):  
Individual Differences ◽  
Foreign Language ◽  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Language Learners ◽  
Arabic Language ◽  
Influential Factors ◽  
The Individual ◽  
Iranian Students

One of the most enduring effects on education has been the search for individual differences that can explain and predict variation in student achievement, with the hope that pedagogical methods can be designed that will capitalize on these. Among the individual differences, ‘Learning styles’ remain a popular choice for filling this role and the number of models of learning styles on offer continues to proliferate. Learning styles are said to be influential factors, in learning a second or foreign language. Despite the fact that there are lots of papers published in this area, but comparing the learning styles employed by those who are learning different foreign languages seems to be untouched. Therefore, in this study we try to address this gap, by comparing the learning styles used by Russian, English, French, and Arabic who are learning these languages as their foreign language. A number of 100 Iranian students took part in this study. They are between 18 to 20 years of age. They were divided into four groups, each including 25 members. The Ehrman and Leaver Learning Style Questionnaire (E&L) was distributed among the language learners. The finding of the study revealed that these four groups of language learners made use of learning styles differently. And also, there are significant differences between Russian, Arabic, English, and French language learners in terms of employing learning strategies.

scholarly journals Learning Styles of Indonesian EFL Students: Culture and Learning

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.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

scholarly journals LEARNING STYLES

2009 ◽  
Vol 16 (02) ◽  
pp. 162-168
Author(s):  
KHALID FAROOQ DANISH ◽  
AZRA SAEED AWAN
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Career Choices ◽  
Intermediate Level ◽  
Third Place ◽  
Cross Sectional ◽  
Learning Style Inventory ◽  
Medical College ◽  
Humanities Students

O b j e c t i v e s : 1. To study the prevalence of learning styles in intermediate level students in Rawalpindi according to Kolb'sLearning Style Inventory. 2. To study the correlation of learning styles with career choices of intermediate level students in Rawalpindi. 3.To compare the results of the study with the learning styles of clinical students of a medical college. D e s i g n : Cross sectional. Descriptive.M e t h o d s : The study was done on the intermediate level students of Government Colleges in Rawalpindi. It included the Pre-Medical, Pre-Engineering and Humanities students. All students were given a questionnaire based on Kolb's learning style inventory, and responsescollected. Instructions to fill the questionnaire were given verbally to all students. Each student was also instructed to present three careerchoices in order of priority. Data was collected. Results: Prevalence of different learning styles in medical students and intermediate levelstudents is shown in table-l and table-ll respectively. C o n c l u s i o n s : The prevalence and pattern of learning styles of intermediate levellearners and medical students is different. Majority of intermediate level learners have the converger learning styles in contrast with themedical students in whom accommodators are in overwhelming majority. Most learners choosing "Doctor" as their preferred career amongintermediate level learners were of assimilator style, followed by convergers. Accommodators were on third place in choosing "Doctor" aspreferred career. The most preferred career among intermediate level learner was "Teacher".

scholarly journals LANGUAGE TEACHING AT THE MEDICAL UNIVERSITY AND INSTRUMENTS FOR ACHIEVING EFFECTIVENESS

2019 ◽  
Vol 34 (6) ◽  
pp. 1633-1639
Author(s):  
Zlatina Zheleva ◽  
Slavka Hristozova ◽  
Rumyana Stoyanova
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Academic Education ◽  
The Individual ◽  
Medical University

Foreign language teaching to medical students depends on solving various institutional problems. In this sense, its effectiveness is a variable which influences the level of education at the university. Effectiveness of academic education depends on two groups of conditions- one is the purely material aspect- the place and conditions in which education takes place, the financial resources and the second one includes the psychoemotional aspect of training- the so-called didactic costs which include the physical and emotional efforts invested in the process of training both on the side of the lecturer and student. One of the ways to improve effectiveness is by restricting didactic costs- the less the psychoemotional tension and anxiety- the better results would a student achieve. Giving the student the opportunity to “manage his/her own manner of learning” and placing the student in the centre of the educational process would inevitably lead to increasing student motivation.Another mechanism to achieve effectiveness and quality of education is through activating the inner motivation of students to learn a foreign language. The latter is influenced by factors such as concentration, attention, a feeling of complete participation in the process of training, lack of fear of failure, assuming responsibility for the achieved results etc. A new aspect of contemporary learning success is differentiation in education, introduction of the individual, personal style of learning of each student. An appropriate instrument or tool in achieving motivation is for the learning process to follow and conform to the different learning styles of students. The individual learning style implies the individual preferences in perceiving and memorizing information. The aim of the present paper is to identify these styles in students from the Medical University – Plovdiv and thus to identify their satisfaction with foreign language learning. The survey was conducted in 2017 among 140 students from 16 countries. A written questionnaire and a psychological test were used to gather the data. Determinants for satisfaction were identifies as: the material setting and technological equipment, personal characteristics of the teacher and the microclimate in the student group. An adapted LSI (Learning Style Inventory) specifically adapted for Bulgaria which includes four types of approaches to the learning process- specific experience, reflective observation, abstract conceptualization and active experimentation was used. The results are distributed according to gender, specialty, year of studies and Kolb’s learning styles- divergent, assimilative, convergent and accommodative. The leading learning style according to our survey proves to be the convergent on with women having higher values (32,14%) than men (24,28%), next comes the assimilative learning style with men having higher value (17,14%) as opposed to women (14,28%). The accommodative is next – 5% of women and 3.57% men prefer this learning style and the least proffered one is the divergent one – 3,57% of women and 2,88% of men prefer it.

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