Abstract
Background: The recognition of learning style was not optimistic in China. The evaluating indices of education effect were vague and adopted some ready-made indices such as teaching satisfaction or academic achievement. Those indices have their own basis and significance, but one mere index can not reflect education effect comprehensively.Methods: We used Kirkpatrick model to appraise Chinese medical education effect by selecting appropriate indices for the four levels and structural equation model (SEM) to explore the correlation among those indices after a survey on 17460 medical students.Results: 1) Kirkpatrick model: Level 1 students’ satisfaction scored 4.19±0.993; Level 2 learning motivation 1.95±0.568; Level 3 the Visual 0.227±0.131, Aural 0.300±0.138, Read/Write 0.273±0.138 and Kinesthetic 0.324±0.144 for sensory learning style, Extroversion 0.531±0.207, Sensing 0.597±0.186, Thinking 0.585±0.207, Judging 0.662±0.225 for personality type and Concrete Experience 32.03±6.394, Reflective Observation 33.41±6.486, Abstract Conceptualization 34.13±6.650, Active Experimentation 34.00±6.600 for empirical learning style; Level 4 learning attitude 2.68±0.781, learning expectation 2.14±0.953 and academic achievement 2.43±0.793. 2) SEM: the fitting indices were 0.687-0.581. Most of the paths were valid except for VARK, T and J parts (t < 2, P > 0.05).Conclusions: Kirkpatrick model with selected indices evaluated comprehensively the education effect (learning style was one important index); there were actually relations among those indices; based on the importance tested by SEM and students’ satisfaction obtained from the survey, we sorted the college cultivating works into four types, among which type B (important but unsatisfactory work) urge most to be strengthened.
The Relationship between Medical Students’ Time Management Skills and Academic Achievement