Learning Styles and Their Relationship with Educational Performance of Medical Students in an Outcome Based Integrated Curriculum

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.

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Learning Styles of Undergraduate Medical Students: Using the Kolb Learning Style Inventory

MedEdPublish ◽

10.15694/mep.2015.004.0015 ◽

2015 ◽

Author(s):

Myo Kyi Tha ◽

Nilar Khin

Keyword(s):

Medical Students ◽

Learning Styles ◽

Learning Style ◽

Undergraduate Medical Students ◽

Learning Style Inventory

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Comparison between the Learning Styles of Medical Students in the Preclinical Versus Clinical Years at the Faculty of Medicine Suez Canal University

Suez Canal University Medical Journal ◽

10.21608/scumj.2015.45597 ◽

2015 ◽

Vol 18 (2) ◽

pp. 107-116

Author(s):

Sally F. Mohamed ◽

Lamiaa A. Fiala ◽

Mona S. Ghaly

Keyword(s):

Medical Students ◽

Learning Styles ◽

Suez Canal

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

Education Research International ◽

10.1155/2012/671383 ◽

2012 ◽

Vol 2012 ◽

pp. 1-9 ◽

Cited By ~ 2

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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Learning Styles in First Year Medical Students

Medical Teacher ◽

10.3109/01421598609010738 ◽

1986 ◽

Vol 8 (2) ◽

pp. 125-135 ◽

Cited By ~ 15

Author(s):

Gwen Chessell

Keyword(s):

Medical Students ◽

Learning Styles ◽

First Year ◽

First Year Medical Students

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The Assessment of Medical Students' Learning Styles using the Kolb Learning Style Inventory

Korean Journal of Medical Education ◽

10.3946/kjme.2007.19.3.197 ◽

2007 ◽

Vol 19 (3) ◽

pp. 197-205 ◽

Cited By ~ 8

Author(s):

Sang Hyun Kim ◽

Hye Rin Roh

Keyword(s):

Medical Students ◽

Learning Styles ◽

Learning Style ◽

Learning Style Inventory

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A comparative study on perceptions of medical students from the different curriculum on team-based learning

10.25259/aujmsr_28_2021 ◽

2021 ◽

Vol 0 ◽

pp. 1-6

Author(s):

Vijayalakshmi S. Bhojaraja ◽

B. K. Manjunatha Goud ◽

Joan Kumar ◽

Anand Srinivasan ◽

Jeevan K. Shetty

Keyword(s):

Deep Learning ◽

Medical Students ◽

Integrated Curriculum ◽

Positive Impact ◽

Learning Experience ◽

Traditional Curriculum ◽

Cross Sectional ◽

Problem Solving Skills ◽

Team Based Learning ◽

Teaching Learning

Objectives: Our medical school followed the traditional curriculum earlier, and due to a large amount of content embedded in each discipline, which had less scope for active and deep learning. To overcome this, we adopted an integrated curriculum and introduced a few active teaching/learning (T/L) methodologies, which promote deep learning and problem-solving skills. One such T/L methodology we introduced was team-based learning (TBL). Before implementing this active T/L methodology in the integrated curriculum, we evaluated the effectiveness of TBL in medical students from the traditional curriculum and aimed to determine students’ perceptions. Furthermore, we aimed to explore the perception of TBL in students who underwent integrated curriculum to evaluate the difference in their perception compared to the traditional curriculum. Materials and Methods: This cross-sectional study was conducted in RAK Medical and Health Sciences University on the 1st year medical students from the traditional and integrated curriculum. Institutional ethical committee clearance and informed consent were obtained before starting the study. A pre-validated 5-item survey questionnaire comprising questions related to the content, process, and teamwork was used to obtain perceptions of students’ on TBL. Results: The students positively perceived the teaching-learning experience using TBL and understood the concepts better. Even the students with integrated curriculum had the same positive impact on their learning attitudes. The majority of students in both cohorts agreed that discussion among their teams helped them to learn better. Around two-thirds (66%) of students from the traditional curriculum and one-third (39%) of students from integrated curriculum wanted TBLs as T/L methodology over didactic lectures. Conclusion: TBL helped to learn better and understand the subject and promoted self and peer engagement, which facilitated their learning by clarifying the doubts with peers. Due to this positive TBL experience, most students from both curriculums recommended its use as a T/L method over lecture. Hence, TBL sessions in medical schools can be used as an effective T/L method to facilitate meaningful learning.

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LEARNING STYLES

The Professional Medical Journal ◽

10.29309/tpmj/2009.16.02.2889 ◽

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".

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