scholarly journals Handedness and learning styles: a study of its inter relationship

2017 ◽  
Vol 5 (12) ◽  
pp. 5340
Author(s):  
Vineetha Vijayan ◽  
Pallavi Panchu ◽  
Biju Bahuleyan
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Learning Styles ◽  
Teaching Strategies ◽  
Visual Learning ◽  
Sensory Modality ◽  
Cross Sectional Study ◽  
Bivariate Analysis ◽  
Brain Organization ◽  
Cross Sectional

Background: The alleged link between handedness and learning is debatable. Studies unveil that handedness has a way of influencing learning and affects the academic performance of students. Despite the researchers pointing out that handedness influences the brain organization and function, teaching strategies have largely ignored this fact. The concept of using various sensory modalities as a part of learning has not been comprehended well. The aim of the study is to find out the prevalence of handedness among our medical students and to look onto the types of learning styles amongst them and to determine the correlation between handedness with learning styles.Methods: A cross sectional study was conducted among hundred medical students using handgrip dynamometer for handedness and VARK questionnaire (Visual, auditory, read/write, kinesthetic; a validated tool that helps one to identify the most preferred sensory modality for learning) for determining the learning preference. Data was analysed using univariate and bivariate analysis through cross tabulation and Pearson chi square test using SPSS version 20.Results: Right handers preferred VARK with dominancy for auditory learning styles, left handers preferred VARK with dominancy for auditory and kinesthetic learning styles while ambidextrous prefer visual learning styles.Conclusions: The awareness of the association of handedness with various learning styles and its implications on academic performance should be at the forefront of teaching strategies adopted by teachers. Hence, we conclude that to be an effective learner, the learning needs have to be understood and cater to by the trainers.

scholarly journals Is concept mapping favourable for undergraduates with different learning styles?

2020 ◽  
Vol 10 (12) ◽  
pp. 7
Author(s):  
Julia S.W. Wong ◽  
Baaska Anderson ◽  
Martin Gough
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Concept Mapping ◽  
Quantitative Research ◽  
Visual Learning ◽  
Sensory Modality ◽  
Private Higher Education ◽  
Human Beings ◽  
Cross Sectional ◽  
Questionnaire Version

Background and objective: Concept mapping is a powerful metacognition and visual learning tool. However, human beings are born to understand and perceive the world using five basic senses. According to Neil Fleming’s VARK model, there are five different types of sensory modality groups which include visual, auditory, read/write, kinaesthetic and mixed modality. Therefore, this study aimed to investigate the effects of CM on students’ overall academic performance among visual, auditory, read/write, kinaesthetic and multi-modal dominant learners.Methods: This was a cross-sectional quantitative research study. The participants were nursing undergraduates in a private higher education institute and enrolled in the same course offered in the spring and summer semesters. At the beginning of the semester, the VARK questionnaire version 7.8 was used to identify students’ sensory modality groups. Concept mapping was adopted for teaching the course. After the semester, students’ overall academic performance was used to compare the differences between different sensory modality groups.Results: The mean grades of the spring students were: visual (M = 80.80, SD = 7.30), aural (M = 81.49, SD = 4.19), read/write (M = 81.16, SD = 8.69), kinaesthetic (M = 78.27, SD = 7.56) and multimodal (M = 79.56, SD = 7.65). The means grade of summer students were: visual (M = 74.68, SD = 8.59), aural (M = 78.79, SD = 9.38), read/write (M = 74.89, SD = 3.87), kinaesthetic (M = 77.10, SD = 9.69) and multimodal (M = 75.96, SD = 9.74). After comparing the average grades between different sensory modality groups in both spring and summer semesters using One-way ANOVA testing, there were no statistically significant differences found.Conclusions: The results of this study show that teaching with animated CM in PowerPoints and co-construction of CM seems to be applicable to learners with different sensory modality groups.

scholarly journals PREVALENCE OF STRESS AND ITS ASSOCIATED FACTORS AMONG MEDICAL STUDENTS IN SABAH, MALAYSIA BORNEO

2019 ◽  
Vol 19 (2) ◽  
pp. 116-125 ◽  
Author(s):  
Aldrin Musiun ◽  
Khamisah Awang Lukman ◽  
Mohammad Saffree Jeffree ◽  
Fredie Robinson ◽  
Mohd Rohaizat Hassan ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Associated Factors ◽  
Health Care Services ◽  
Cross Sectional Study ◽  
Bivariate Analysis ◽  
Chi Square ◽  
Cross Sectional ◽  
Exact Test

Stress is accepted as the accumulation of unpleasant state of physical, mental and emotion on a person. Medical education has been known as one of the most stressful academic curriculum.  Hence, medical students may subjected to multiple psychological changes and challenges throughout the years of medical education.  The aim of this study was to determine the prevalence of stress and its associated factors among medical students. This cross sectional study was conducted from April to May 2018 in medical school in Sabah. It involved 396 medical students through universal sampling.  Self-administered questionnaires were used as an instrument for data collection. The questionnaires included were Sociodemographic Questionnaire, Depression, Anxiety and Stress Scales 21 (DASS-21) and Medical Student Stressors Questionnaire (MSSQ). Bivariate analysis (Chi Square test, Fisher’s Exact Test, Independent T test and Man-Whitney U test) were used to analyse the association. The response rate was 90.2%. The prevalence of stress among medical students were 33.3%.  Significant associated factors include financial support inadequacy (p=0.010) and all categories of medical student stressors. The mean score of the academic related stressors was found to be at 2.117 (±0.758) which was the highest mean score among medical student stressors assessed by MSSQ. The result of this study can be used as a basis for implementation of preventive measures such as provision of comprehensive, integrated and responsive mental health care services in university-based settings.

scholarly journals Stress and Its Association with the Academic Performance of Undergraduate Fourth Year Medical Students at Universiti Kebangsaan Malaysia

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Harlina H Siraj ◽  
Salam A ◽  
Roslan R ◽  
Hasan NA ◽  
Jin TH ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Stress Level ◽  
High Stress ◽  
Cross Sectional Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Close Family Member ◽  
Negative Effect

Introduction: Student can be stressed due to different stressors such as academic, financial, health related or loss of close family member or friend, etc. Stress is the bodies’ reaction both neurologically and physiologically to adapt to the new condition. Stress has a negative effect on the academic performance of the students. This study was aimed to explore the stress and stressors and also to determine the association between stress levels and the academic performances in terms of cumulative grade point average (CGPA) of undergraduate medical students. Methods: It was a cross-sectional study conducted among all 234 year-4 medical students of Universiti Kebangsaan Malaysia (UKM), session 2011-2012. Sample size comprised of 179 students after fulfilling all inclusion and exclusion criteria. A validated Medical Students’ Stressor Questionnaire (MSSQ) was used to collect the data. Stress level and its association with CGPA of semester-1 examination were analysed. Results: Response rate was 76.49%, where 72% were female and 69% resided in the hostel. Academic Related and Social-related Stressors caused for severe and high stress in 84% and 49% respondents respectively, with insignificant differences between gender and residency. Respondents with a high and severe stress level were observed to have higher CGPA. Conclusion: UKM medical students are highly resourceful to manage their stress well and thus denying the negative effect of stress towards their academic performance. Medical schools should train students exposing various personal and professional developmental activities that able to face the everyday challenges and manage stress well and thereby achieve better academic performance.

The Effects of Internet Addiction on the Academic Performance of Medical Students at Omdurman Islamic University: An Online Cross-sectional Study

2021 ◽  
Author(s):  
Salih Boushra Hamza ◽  
Yassin A. Abdalla ◽  
Tibyan Hassan Mustafa Alkabashi ◽  
Ahmed A. M. Mustafa ◽  
Khadija Ala Abdelmaqsud Muhmmed ◽  
...  
Keyword(s):  
Social Networks ◽  
Academic Performance ◽  
Medical Students ◽  
Internet Addiction ◽  
Cross Sectional Study ◽  
Moderate Level ◽  
The Internet ◽  
P Value ◽  
Sectional Study ◽  
Cross Sectional

Abstract Background:In general, the emergence of new technologies such as the internet, social networks and providing opportunities to facilitate and improve global communications quality have created some threats, as Internet Addiction Disorder (IAD), which is an emerging psychological problem across the globe. Young defined it as “an individual’s inability to control his or her use of the internet, which eventually causes psychological, social, school, and/or work difficulties in a person’s life”. Students are among the most critical internet and social networks, particularly during the coronavirus recent pandemic. The prevalence of internet addiction and its association with academic performance among Sudanese medical students has not been discussed yet. Therefore, this study aimed to assess the effects of internet addiction on medical students’ academic performance. Methods:This study was an observational descriptive cross-sectional study conducted on medical students at Omdurman Islamic University in Sudan from 321 sample size by stratified random technique. Data were collected using a questionnaire that contains four sections; the last one is the Internet Addiction Test (IAT), a 20-item scale that measures the presence and severity of internet addiction, developed by Young. Data were analyzed using the statistical package for social science (SPSS) version 24. A P-value < 0.05 was considered statistically significant.Results:Out of 321 medical students, 186 (57.9%) were females, and 135 (42.1%) were males, with no general differences regarding the addiction score. Social media was the leading platform for internet use purposes (88%), mean internet addiction score was 47.7; most of the respondents (55.8%) fit into the moderate-level addiction. There is an association between the duration of internet time consumption and the IAT score, with 5-6 hour/day scoring the highest (mean 50.1 ± 14.3) (P-value 0.001). There is a significant association between platforms that consume most of the participant time and IAT score, with games scoring the highest (IAT mean 56.4 ± 15) (P-value 0.001). There is an insignificant negative correlation between Internet Addiction Test (IAT) grade and CGPA (p-value 0.07).Conclusion:The mean internet addiction score is 47.7, and most of the respondents (55.8%) show moderate-level addiction. The Internet Addiction Test’s application to medical students’ sample concerning the academic performance found no significant association between Internet Addiction Test score and CGPA score.

scholarly journals Motivational Profiles of Medical Students of Nepalese Army Institute of Health Sciences

2018 ◽  
Vol 15 (3) ◽  
pp. 252-257 ◽  
Author(s):  
Lochana Shrestha ◽  
Shambhu Nath Pant
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Academic Motivation ◽  
Cross Sectional Study ◽  
Health Sciences ◽  
Study Strategies ◽  
Cross Sectional ◽  
Cluster Membership ◽  
High Interest ◽  
Low Motivation

Background: Students enter the medical study with different types of motives. Given the importance of academic motivation for good academic achievement of the students, the present study was designed to reveal the possible relationship between academic motivation and achievement in medical students.Methods: In this cross-sectional study medical students (N=364) of Nepalese Army institute of Health Sciences were participated and classified to different subgroups using intrinsic and controlled motivation scores. Cluster membership was used as an independent variable to assess differences in study strategies and academic performance. Results: Four clusters were obtained: High Intrinsic High Controlled, Low Intrinsic High Controlled, High Intrinsic Low Controlled, and Low Intrinsic Low Controlled. High Intrinsic High Controlled and High Intrinsic Low Controlled profile students constituted 36.1%, 22.6% of the population, respectively. No significant differences were observed as regards to deep strategy and surface strategy between high interest status motivated and high interest-motivated students. However, both of the clusters had significantly deeper, surface strategy and better academic performance than status-motivated and low-motivation clusters (p < 0.001). Conclusions: The interest status motivated and interest-motivated medical students were associated with good deep and surface study strategy and good academic performance. Low-motivation and status-motivated students were associated with the least academic performance with less interest learning behaviors. This reflected that motivation is important required component for good learning outcomes for medical student.

scholarly journals The relationship between sleep and wake habits and academic performance in medical students: a cross-sectional study

2012 ◽  
Vol 12 (1) ◽  
Author(s):  
Ahmed S BaHammam ◽  
Abdulrahman M Alaseem ◽  
Abdulmajeed A Alzakri ◽  
Aljohara S Almeneessier ◽  
Munir M Sharif
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
The Relationship

scholarly journals Personality and learning styles in relation to attitudes towards interprofessional education: a cross-sectional study on undergraduate medical students during their clinical courses

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Caroline Olsson ◽  
Hanna Lachmann ◽  
Susanne Kalén ◽  
Sari Ponzer ◽  
Cecilia Mellstrand Navarro
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Big Five ◽  
Interprofessional Education ◽  
Cross Sectional Study ◽  
Clear Correlation ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Big Five Inventory

Abstract Background Interprofessional Education (IPE) is now included in curricula in universities worldwide. It is known that there are differences in attitudes towards IPE among students, but less is known regarding how students’ personalities and learnings styles correspond with those attitudes. The aim of this study was to investigate whether personality traits and learning styles have any impact on medical students’ attitudes towards IPE. Methods Seventy nine medical students in their 9th term (63% females, mean age 29 years) were questioned regarding their attitudes towards IPE according to the Interdisciplinary Education Perception Scale questionnaire, the Kolb’s learning style and Big Five Inventory questionnaires. For all three instruments we used the Swedish translated versions. Results When investigated with a logistic regression, adjusting for age and gender, there were no significant associations between Big Five inventory, Kolb’s learning style and IEPS, except for the Reflective-Pragmatic learning style that was moderately associated with a higher IEPS score. Conclusion There was no clear correlation between personality, learning style and attitude towards IPE as measured by the IEPS among medical students in our study population. Further investigations would benefit from a combination of qualitative and quantitative design.

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

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