scholarly journals An assessment of the learning styles of first year medical and dental students of North Bengal Medical College, Darjeeling, West Bengal, India

2020 ◽  
Vol 8 (4) ◽  
pp. 1414
Author(s):  
Sumana Panja ◽  
Pratibha Rao Lahiri ◽  
Aditi Lahiri
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
West Bengal ◽  
Sensory Modality ◽  
Dental Students ◽  
First Year ◽  
Cross Sectional ◽  
Medical College ◽  
North Bengal

Background: Learning is the act of acquiring, modifying and reinforcing existing knowledge, behavior, skills and values. This phenomenon of learning is dominated by an individual’s learning style. Learning style is a popular concept in psychology and education, and it refers to how a person learns best. This study aims to identify the Learning Styles of the first year MBBS and BDS students at NBMC by administering the questionnaire of the VARK model.Methods: This cross-sectional study was performed in the Department of Physiology at North Bengal Medical College, West Bengal after. The VARK questionnaire 7.8 version was administered to 180 first year MBBS and BDS students from the 2017-2018 batch who had volunteered for the study. The Questionnaire consisted of 16 questions, along with a scoring chart. Students were allowed to choose more than one option. If in majority of the questions they opted for a single sensory modality they were considered as unimodal learners and if they chose multiple options, they were recognized as multimodal learners.Results: The study showed 57% of the students to be multimodal learners and 43% to be unimodal learners. Read/Write was the most preferred (31.22%) sensory modality followed by kinesthetic mode (29.57%).Conclusions: As majority of our students are multimodal learners teachers should incorporate active teaching and learning strategies to cater to all types of learners. Also, as the most preferred method is Read/Write which includes googling and the use of internet to browse for information, we must try and incorporate e-learning into our curriculum.

scholarly journals Does learning style preferences influence academic performance among dental students in Isfahan, Iran?

2018 ◽  
Vol 15 ◽  
pp. 8 ◽  
Author(s):  
Najmeh Akhlaghi ◽  
Hosein Mirkazemi ◽  
Mehdi Jafarzade ◽  
Narjes Akhlaghi
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Demographic Data ◽  
Dental Students ◽  
Learning Preferences ◽  
Multimodal Learning ◽  
Cross Sectional ◽  
Language Version

Purpose: The present study aimed to identify the learning preferences of dental students and to characterize their relationship with academic performance at a dental school in Isfahan, Iran. Methods: This cross-sectional descriptive study included 200 undergraduate dental students from October to November 2016. Data were collected using a 2-part questionnaire. The first part included demographic data, and the second part was a Persian-language version of the visual, aural, read/write, and kinesthetic questionnaire. Data analysis was conducted with the chi-square test, 1-way analysis of variance, and multiple linear regression. Results: The response rate was 86.6%. Approximately half of the students (51.5%) had multimodal learning preferences. Among the unimodal group (48.5%), the most common mode was aural (24.0%), followed by kinesthetic (15.5%), reading-writing (8.0%), and visual (1.0%). There was a significant association between academic performance and the reading/writing learning style preference (P< 0.01). Conclusion: Multimodal learning styles were the most preferred. Among single-mode learning styles, the aural style was most common, followed by the kinesthetic style. Students with a reading/writing preference had better academic performance. The results of this study provide useful information for preparing a more problem-based curriculum with active learning 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 Learning strategies used by dental students and dentists using the ark questionnaire.

2020 ◽  
Vol 27 (05) ◽  
pp. 1065-1069
Author(s):  
Farhan Butt ◽  
Asma Naz ◽  
Sajjad Ali Darvesh ◽  
Mudassir Hussain ◽  
Saad . ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Teaching Strategy ◽  
Cross Sectional Study ◽  
Dental Students ◽  
Strategy Training ◽  
Cross Sectional ◽  
Innovative Teaching ◽  
Learning By Reading ◽  
Efficient Learning

Objectives: To determine the preferred learning styles of Dental students and Dentists among various dental colleges using the VARK questionnaire. Study Design: Cross-sectional study. Setting: Various Dental Colleges in Karachi & Rawalpindi using the VARK questionnaire. Period: From June 2018 to February 2019. Material & Methods: Students, house-officers and demonstrators of dental medical college and hospital were asked to fill the VARK questionnaire which consists of 16 items. Four modes of learning either uni modal, bimodal or trimodal could be identified. The four modes include: visual, aural, reading, kinesthic. Results: Kinesthetic mode of learning was used by 24.5% individuals. Aural mode of learning was used by 25.3% individuals. Visual mode of learning was used by 15.5% individuals. Learning by reading was used by 17.7% individuals. Learning by using all modes was used by 1.5% individuals. Conclusion: Identifying the effective modes of learning is the first step towards changing the teaching strategy. Training in medicine and dentistry require innovative teaching ideas incorporating all modes for efficient learning of doctors.

scholarly journals Preferred Learning Styles of Medical and Physiotherapy Students

2017 ◽  
Vol 23 (1) ◽  
Author(s):  
Rahila Nizami ◽  
Muhammad Zahid Latif ◽  
Gohar Wajid
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Male Students ◽  
Cross Sectional ◽  
Medical College ◽  
Instructional Activities ◽  
New Information ◽  
A Minor ◽  
Assessment Strategies ◽  
Physiotherapy Students

<p><strong>Background:</strong><strong>  </strong>Learning styles are the ways students learn, intake and process new information. The contribution of learning styles for educational quality is evident and have important implications to develop effective curricula. Teachers can effectively plan instructional activities if they know the learning styles of students. This study was conducted to find out the preferred learning styles of medical and physiotherapy students.<strong></strong></p><p><strong>Methods:</strong><strong>  </strong>This cross sectional descriptive study was conducted at Azra Naheed Medical College Lahore from January to March 2014. Honey and Muffard Learning Style Questionnaire (LSQ) was used to assess the preferred learning styles. The medical students of 3rd year and 6th semester physiotherapy class were invited for the study. The collected data was organized and analyzed by the use of statistical tools.</p><p><strong>Results:</strong><strong>  </strong>120 students participated in this study, out of which 60 (50 %) were students of MBBS class whereas 60 (50 %) were of physiotherapy class. 48 (40%) were male students and 72 (60%) were female students. Both the groups have reflector as dominating learning style with a minor difference of (40%) and (42.5%) for medical and physiotherapy respectively.</p><p><strong>Conclusion:</strong><strong>  </strong>Students have different learning styles and require versatile instructional and assessment strategies. Preferred learning style of medical and physiotherapy students found in this study is reflector, however all the learning styles are present in both groups.<strong></strong></p>

scholarly journals Learning Style Scales: a valid and reliable questionnaire

2014 ◽  
Vol 11 ◽  
pp. 22 ◽  
Author(s):  
Abdolghani Abdollahimohammad ◽  
Rogayah Ja’afar
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Survey Study ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Scree Plot ◽  
Undergraduate Nursing ◽  
Style Preferences

Purpose: Learning-style instruments assist students in developing their own learning strategies and outcomes, in eliminating learning barriers, and in acknowledging peer diversity. Only a few psychometrically validated learning-style instruments are available. This study aimed to develop a valid and reliable learning-style instrument for nursing students. Methods: A cross-sectional survey study was conducted in two nursing schools in two countries. A purposive sample of 156 undergraduate nursing students participated in the study. Face and content validity was obtained from an expert panel. The LSS construct was established using principal axis factoring (PAF) with oblimin rotation, a scree plot test, and parallel analysis (PA). The reliability of LSS was tested using Cronbach’s α, corrected item-total correlation, and test-retest. Results: Factor analysis revealed five components, confirmed by PA and a relatively clear curve on the scree plot. Component strength and interpretability were also confirmed. The factors were labeled as perceptive, solitary, analytic, competitive, and imaginative learning styles. Cronbach’s α was > 0.70 for all subscales in both study populations. The corrected item-total correlations were > 0.30 for the items in each component. Conclusion: The LSS is a valid and reliable inventory for evaluating learning style preferences in nursing students in various multicultural environments.

scholarly journals Perception of the learning strategies and the learning styles among first year medical students: a cross sectional survey

2013 ◽  
Vol 7 (1) ◽  
pp. 14
Author(s):  
Vipula Rasanga Bataduwaarachchi ◽  
Muditha Madhuwanthi Dissanayake ◽  
Sharmila Thillainathan ◽  
Rohan Wass Jayasekara
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Strategies ◽  
First Year ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
First Year Medical Students

The Preferred Learning Styles Among the Undergraduate Dental Students at Foundation University College of Dentistry, Islamabad

2021 ◽  
Vol 17 (3) ◽  
pp. 241-245
Author(s):  
Falahat Nasir ◽  
Faiza Gulfam ◽  
Ali Ayub ◽  
Zainab Abdullah ◽  
Salwan Ghani ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Response Rate ◽  
Cross Sectional Study ◽  
Dental Students ◽  
Sectional Study ◽  
Cross Sectional ◽  
University College ◽  
Study Population

Objective: To determine the preferred learning styles of undergraduate dental students at the Foundation University College of Dentistry, Islamabad. Methodology: A cross sectional study was conducted at Foundation University College of Dentistry, Islamabad in January 2020 over a period of 2 weeks. On the basis of VARK questionnaire, learning styles of first to final year undergraduate dental students were analysed. The questionnaire consisted of 16 items and identified four different learning styles: visual, aural, reading/writing and kinaesthetic. A total of 132 students were included in this study. The filled out questionnaires were scored according to the VARK tool and then statistically analysed to determine the distribution of different learning styles among students. Results: A total of 126 students out of 132 responded with the response rate of 95.5%. The results showed that the frequency of a single learning style (unimodal) in the study population was 63.5% while the frequency of a combination of different learning styles (multimodal) was 36.5%. The frequencies of bimodal, trimodal and quadmodal learning styles were 26.1%, 6.9% and 3.5% respectively. Among the unimodal learning style kinaesthetic topped the list with a frequency of 27.9% while among the  bimodal learning styles auro-kinaesthetic was more frequent accounting for 10.9%. Conclusion: The predominant learning style in our study population was unimodal and had a frequency of 63.5% with kinaesthetic being the chief preference making a major chunk of 27.9% followed by aural learners making up to 20.4%. In bimodal learning styles the most frequent in our study population was auro-kinaesthetic with a frequency of 10.9%.

scholarly journals Learning Styles of Students and Professors of a Dental School in Latin America: A Cross-Sectional Study

2019 ◽  
Vol 11 (13) ◽  
pp. 104
Author(s):  
Carlos M. Ardila ◽  
Angela-María Goméz-Restrepo ◽  
Cruzana Echeverri-Restrepo
Keyword(s):  
Linear Regression ◽  
Learning Styles ◽  
Learning Style ◽  
Cross Sectional Study ◽  
Dental Students ◽  
Public High School ◽  
Linear Regression Models ◽  
Cross Sectional ◽  
Grade Point ◽  
Validated Questionnaire

PURPOSE: To recognize the learning styles of applicants, dental students, and professors with several academic degrees. Besides, it was explored the association between grade point average (GPA) of the students and their learning styles. METHODS: It was designed a cross-sectional research. The present research was attended by applicants admitted for a place in the academic period 2019-1 and by the students of the Faculty of Dentistry enrolled during the academic period 2018-2. Besides, all professors were invited to participate. The participants responded to a validated questionnaire to identify their learning style after signing the informed consent. The T-student test was executed to calculate the differences between the groups; besides, post-hoc check was run. Linear regression models were performed expressed in &beta; and 95% confidence intervals. P values of &lt;0.05 were contemplated as statistically significant. RESULTS: A total of 34 applicants, 425 students, and 121 professors participated in the present research. Students and professors presented preference for the theorist and reflector styles; however, the applicant students had a higher preference for the theorist (p = .002), and pragmatist styles (p &lt; .001). A significant correlation was observed between the higher GPA of the students and the theorist style (r = .2; p &lt; .0001). The multivariate linear regression model showed that the theorist style protects against a lower mean of GPA in students (&beta; = -.2; p = .018) after adjusting for sex, age, public high school, and semester enrolled. Besides, professors favored the theorist and reflector styles. CONCLUSIONS: Students and professors preferred the theorist and reflector styles; however, the applicant students favored the theorist and pragmatist. Besides, the theorist style protected against a lower mean of GPA in students.

scholarly journals LEARNING METHOD PREFERENCES AMONG ADOLESCENT MEDICAL STUDENTS IN SOUTH INDIA

2021 ◽  
pp. 1-3
Author(s):  
Kesava Kumar. P ◽  
Lavanya.K. M ◽  
Sushant Kumar Mishra ◽  
Nageswara Rao. V
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Cross Sectional Study ◽  
First Year ◽  
Learning Methods ◽  
Cross Sectional ◽  
Medical College ◽  
Power Point Presentation ◽  
Power Point ◽  
Methods Of Learning

BACKGROUND: Adolescent medical students are freshly exposed to the medical subjects and the experience is entirely new and different compared to their earlier school learning. OBJECTIVES: To determine the preferences of learning methods among adolescent medical students and to determine which is the best method for learning different components. MATERIAL AND METHODS: It is a cross – sectional study conducted among the first year MBBS students in the class rooms of GSL Medical College, Rajahmundry for a period of three months using a standard pre – designed and pre – tested “VARK” questionnaire with learning methods as study variables. A class of 150 students was divided into 3 groups of 50 students each. They were initially taught about the different methods of learning by means of a lecture using power point presentation covering three sessions of 40 minutes each. Then, they were sensitized to the “VARK” questionnaire in the next session of 30 minutes and data was collected using the standard pre – designed and pre – tested “VARK” questionnaire. Time given to complete the questionnaire was 20 minutes. RESULTS: Among 134 adolescent medical students, 89 (66.13%) had completed 17 years age, 24 (17.91%) completed 18 years age, 14 (10.46%) completed 19 years age and 7 (5.2%) completed 20 years age. Mean age of students was 17.54±0.32 years. There were 77 (57.5%) females and 57 (42.5%) males. The students mostly preferred kinaesthetic style of learning. CONCLUSION: The present study emphasizes that different students have different learning styles and hence, using only one method of teaching may not benefit all the students.

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