scholarly journals Learning styles and academic achievement among undergraduate medical students in Thailand

2015 ◽  
Vol 12 ◽  
pp. 38 ◽  
Author(s):  
Wichuda Jiraporncharoen ◽  
Chaisiri Angkurawaranon ◽  
Manoch Chockjamsai ◽  
Athavudh Deesomchok ◽  
Juntima Euathrongchit
Keyword(s):  
Academic Achievement ◽  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Undergraduate Medical Students ◽  
Grade Point ◽  
Learning Content ◽  
Index Of Learning Styles ◽  
High Academic Achievement

Purpose: This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

scholarly journals Learning styles, academic achievement, and mental health problems among medical students in Thailand

2016 ◽  
Vol 13 ◽  
pp. 38 ◽  
Author(s):  
Salilthip Paiboonsithiwong ◽  
Natchaya Kunanitthaworn ◽  
Natchaphon Songtrijuck ◽  
Nahathai Wongpakaran ◽  
Tinakon Wongpakaran
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Mental Health Problems ◽  
Demographic Data ◽  
Health Problems ◽  
Grade Point ◽  
First Year Medical Students

Purpose: This study aimed to investigate the prevalence of various learning styles among medical students and their correlations with academic achievement and mental health problems in these students. Methods: This study was conducted among 140 first-year medical students of Chiang Mai University, Thailand in 2014. The participants completed the visual-aural-read/write-kinesthetic (VARK) questionnaire, the results of which can be categorized into 4 modes, corresponding to how many of the 4 types are preferred by a respondent. The 10-item Perceived Stress Scale (PSS-10) and the 21-item Outcome Inventory (OI-21) were also used. The participants’ demographic data, grade point average (GPA), and scores of all measurements are presented using simple statistics. Correlation and regression analysis were employed to analyze differences in the scores and to determine the associations among them. Results: Sixty percent of the participants were female. The mean age was 18.86±0.74 years old. Quadmodal was found to be the most preferred VARK mode (43.6%). Unimodal, bimodal, and trimodal modes were preferred by 35%, 12.9%, and 18.6% of the participants, respectively. Among the strong unimodal learners, visual, aural, read/write, and kinesthetic preferences were reported by 4.3%, 7.1%, 11.4%, and 12.1% of participants, respectively. No difference was observed in the PSS-10, OI-anxiety, OI-depression, and OI-somatization scores according to the VARK modes, although a significant effect was found for OI-interpersonal (F=2.788, P=0.043). Moreover, neither VARK modes nor VARK types were correlated with GPA. Conclusion: The most preferred VARK learning style among medical students was quadmodal. Learning styles were not associated with GPA or mental health problems, except for interpersonal problems.

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

scholarly journals Medical students’ satisfaction on online flipped learning by learning styles

2021 ◽  
Vol 33 (4) ◽  
pp. 405-409
Author(s):  
Su Jin Chae
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Active Participation ◽  
Flipped Learning ◽  
Self Directed Learning ◽  
Learning Attitudes ◽  
Index Of Learning Styles ◽  
Significant Difference ◽  
Students Satisfaction

Purpose: The purpose of this study was to examine the differences in the medical students’ satisfaction on online flipped learning by the learning style.Methods: A total of 42 second-year medical students were participated in this study. As study tools, Felder and Soloman’s Index of Learning Styles and the Korean Educational Development Institute’s National Assessment of Student Engagement in Learning were utilized. Data analysis was conducted with the Kruskal-Wallis test, a nonparametric statistical method.Results: Results showed that there were statistically significant differences within active–reflective types and sensing–intuitive types. The active–reflective type has been shown to have statistically significant differences for the three effects of learning, such as problem solving and understanding, active participation, and self-directed learning attitudes. For sensing–intuitive type, active participation showed a significant difference from other effects of learning.Conclusion: The learning style is an important concept in understanding the diverse ways in which students process and absorb new information. Hence research is needed to conduct successful small group activities through online. In the future, it is necessary to find the factors that can lead to successful online classes in medical schools.

scholarly journals Correlation Learning Style with Grade Point Average Fourth Year Medical Student

2021 ◽  
Vol 9 (T3) ◽  
pp. 358-361
Author(s):  
Resti Rahmadika Akbar ◽  
Elvinas Sari Nasution
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Grade Point Average ◽  
Learning Style ◽  
Medical Science ◽  
Bivariate Analysis ◽  
Model Learning ◽  
Cross Sectional ◽  
Important Indicator ◽  
Grade Point

BACKGROUND: Learning achievement is an important indicator to determine the learning and teaching process, each student has a different learning style. Student learning learns how they choose the suitable method and the results obtained optimally. A student must also learn their learning styles to choose methods or ways of learning that are appropriate to their character. AIM: Knowing the relationship between learning style and cumulative Grade Point Average (GPA) of 4th-year students at the Faculty of Medicine, Universitas Baiturrahmah. METHODS: The scope of this research covers the fields of medical science, especially medical education, correlative analytical research with cross-sectional design. The study was conducted at the Medical Faculty Universitas Baiturrahma. The study was conducted from May to January 2019. The affordable population in this study were 4th-year students numbered 80 students with the Simple Random Sampling technique. Data analysis was univariately presented in the form of a frequency distribution table and bivariate analysis using the correlation test using the SPSS program. RESULTS: At most with female gender, namely (71.3%), the highest place is at most boarding, namely (77.5%), most have quad-model learning styles, namely (80%), most have a GPA graduated that is (61.3%), there is a relationship between the learning style and the GPA of 4th-year medical students with a value of p = 0.024 (p < 0.05) and r = 0.0253. CONCLUSION: It can be concluded that the 4th-year medical students have the most female sex, the most places to live are boarding, quad-model learning style, and there is a correlation between learning styles and the 4th year GPA Medicine at Universitas Baiturrahmah.

scholarly journals Learning Styles of Undergraduate Medical Students

2018 ◽  
Vol 59 (2) ◽  
Author(s):  
Michelle Cortés Barré ◽  
Javier Francisco Gullén Olaya
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Effective Learning ◽  
Learning Style Inventory ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
First Year Medical Students

<strong>Introduction: </strong>According to the experiential learning theory, each person develops a learning style that characterizes his/her preferred way to acquire and transform experiences to create knowledge. The objective of this study was to identify the learning styles of undergraduate medical students. <strong>Methods: </strong>The Kolb Learning Style Inventory was applied to first-year medical students at the Pontificia Universidad Javeriana (Bogotá, Colombia) during the second period of 2009. <strong>Results: </strong>204 students completed the questionnaire (the average age was 18.5 years; 55% were women). Students preferred the abstract styles of learning, including assimilating (47%) and converging (27%) styles. <strong>Conclusions: </strong>Having information about medical students learning style preferences can help educators to design teaching strategies that promote a more effective learning. Teachers should provide a variety of learning contexts to stimulate the strengthening of their abilities.

scholarly journals Exploring the Preferred Learning Styles among Undergraduate Medical Students and Postgraduate Residents by Using VARK Inventory

2020 ◽  
Vol 3 (1) ◽  
pp. 24-30
Author(s):  
Amna Ahsan ◽  
Nabila Talat ◽  
Saira Fayyaz
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Cross Sectional Study ◽  
Learning Needs ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Common Learning ◽  
Style Preferences

Background: Factors which influence learning are educators, students, curriculum, and educational environment. To support the learning environment, educators should be aware of the different learning styles of students, so as to efficiently design the teaching strategies and methodologies to cater to the learning needs of students. Objectives: To determine various learning styles of undergraduate medical students and postgraduate residents by using the VARK questionnaire. To determine the comparison between learning styles of undergraduates and postgraduates.                  Methods: This cross-sectional study was conducted about the learning style preferences of undergraduate medical students and postgraduate residents of Fatima Jinnah Medical University, Lahore, and Sir Ganga Ram Hospital, Lahore. The VARK questionnaire was used to categorize the learning styles as Visual (V), Auditory (A), Read and Write (R) and Kinesthetic (K). This study was conducted from 15 July to 15 August 2019. A total of 208 students were selected randomly from final year MBBS and postgraduate residents of Sir Ganga Ram Hospital, Lahore. Results: Among 208 students, 102 were undergraduate students and 106 were postgraduate residents. The most common learning style was Kinesthetic (34%) followed by Auditory (29%), Visual (20%), and Read/Write (17%). The unimodal and multimodal percentage of students was 62% and 38% respectively. Conclusion: The majority of undergraduate students and postgraduate residents in this study had unimodal learning styles. The most common learning style of all students was Kinesthetic (K) which was followed by Auditory (A), Visual (V), and Read/Write (R). Keywords: Learning styles, VARK, Postgraduate residents

scholarly journals Effect of personality traits and learning styles towards students’ academic achievement in Johor Bahru

2018 ◽  
Vol 7 (2.10) ◽  
pp. 4
Author(s):  
Aqeel Khan ◽  
Leong Pyh Shin ◽  
Sanil S Hishan ◽  
Mohamed Sharif Mustaffa ◽  
Amalia Madihie ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Personality Traits ◽  
Learning Style ◽  
Simple Random Sampling ◽  
School Students ◽  
Chi Square ◽  
Grade Point ◽  
The Difference ◽  
Common Learning

The purpose of this study is to investigate the effect of personality traits and learning styles towards the students’ academic achievement in Johor Bahru. A total of 101 students from IPG Kampus Temenggong Ibrahim were chosen to be part of the respondents with the use of simple random sampling. The instrument Big Five Inventory (BFI), Kolb’s Learning Style Inventory and The students’ academic achievement is measured through the Cumulative Grade Point Average, also known as CGPA. Descriptive statistics, Chi-Square Test, Spearman’s Correlation and Multiple Regression was used to anser research questions. The findings revealed that the most common personality traits displayed by the students are Openness and Conscientiousness while the most common learning style displayed by the students is Converger. The research also revealed that there is no significant effect of the combination of both the personality traits and learning style towards the prediction of the academic achievement among school students. The same goes to the difference of personality traits and learning style between male and female students was not significant as well.  

Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education?

2010 ◽  
Vol 34 (4) ◽  
pp. 192-196 ◽  
Author(s):  
Erol Gurpinar ◽  
Mustafa Kemal Alimoglu ◽  
Sumer Mamakli ◽  
Mehmet Aktekin
Keyword(s):  
Academic Achievement ◽  
Medical Education ◽  
Medical Students ◽  
Learning Styles ◽  
Student Satisfaction ◽  
Learning Style ◽  
Participation Rate ◽  
Hybrid Structure ◽  
First Year ◽  
Traditional Training

The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods and academic achievement in them. This study was carried out with the participation of 170 first-year medical students (the participation rate was 91.4%). The researchers prepared sociodemographic and satisfaction questionnaires to determine the characteristics of the participants and their satisfaction levels with traditional training and PBL. The Kolb learning styles inventory was used to explore the learning styles of the study group. The participants completed all forms at the end of the first year of medical education. Indicators of academic achievement were scores of five theoretical block exams and five PBL exams performed throughout the academic year of 2008–2009. The majority of the participants took part in the “diverging” ( n = 84, 47.7%) and “assimilating” ( n = 73, 41.5%) groups. Numbers of students in the “converging” and “accommodating” groups were 11 (6.3%) and 8 (4.5%), respectively. In all learning style groups, PBL satisfaction scores were significantly higher than those of traditional training. Exam scores for “PBL and traditional training” did not differ among the four learning styles. In logistic regression analysis, learning style (assimilating) predicted student satisfaction with traditional training and success in theoretical block exams. Nothing predicted PBL satisfaction and success. This is the first study conducted among medical students evaluating the relation of learning style with student satisfaction and academic achievement. More research with larger groups is needed to generalize our results. Some learning styles may relate to satisfaction with and achievement in some instruction methods.

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