scholarly journals Relationship of Learning Styles and Attitudes Toward Problem-based Learning with Academic Achievement in Preclinical Medical Students

2021 ◽  
Vol 20 (2) ◽  
Author(s):  
Servet Aker ◽  
Mustafa Kurşat Şahin
Keyword(s):  
Academic Success ◽  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Problem Based Learning ◽  
Mean Value ◽  
Independent Learning ◽  
Study Results ◽  
Preclinical Medical Students ◽  
Relationship Of

Background: A large number of factors affect the learning process. Objectives: This study aimed to assess the relationship of learning styles and attitudes towards problem-based learning with academic success in preclinical medical students. Methods: This cross-sectional study was conducted at the Medical Faculty of Ondokuz Mayıs University (Samsun, Turkey) during May 1st and 31st, 2019. First, second, and third-year students were included in the study. Survey was used as the data collection method. Grasha-Riechmann Learning Style Scale and Problem-Based Learning (PBL) Attitude Scale were included in the survey form besides a socio-demographics form. Overall, 612 (72.3%) students participated in the study. Results: The highest mean value regarding the learning styles of the medical students was related to the independent learning style, and the lowest mean value was related to the competitive learning style. It was determined that the independent learning style was more dominant in the preclinical medical students; there was a correlation between learning style and the attitude towards PBL. Also, there was a correlation between learning style and attitudes towards PBL and academic success. Independent and avoidant learning styles and attitudes towards PBL were found to be critical variables in predicting academic performance according to multiple regression analysis. Conclusions: It is important to raise awareness in educators and students on learning styles.

scholarly journals Learning Styles in Problem-based Learning Environments Impacts on Student Achievement and Professional Preparation in University Level Physical Therapy Courses

2019 ◽  
Vol 8 (3) ◽  
pp. 206
Author(s):  
David J. Edwards ◽  
Lori Kupczynski ◽  
Shannon L. Groff
Keyword(s):  
Student Achievement ◽  
Academic Success ◽  
Physical Therapy ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Academic Disciplines ◽  
Physical Therapy Education ◽  
Therapy Education

It is unknown if matching students’ preferred learning style with course delivery style improves academic success and further study is warranted in this area (Feely & Biggerstaff, 2017; Newton & Miah, 2017). Recently, there has been a call to better identify and understand the preferred learning styles of physical therapy education students and the effect this has on education (Brudvig, Mattson, & Guarino, 2016; Lowdermilk, 2016). While the benefit of matching teaching and learning styles has been investigated in other academic disciplines, it has not been investigated in physical therapy education. The purpose of this study was to determine if student preferred learning style is related to success in a learner centered problem-based learning formatted class and program, specifically for physical therapy students. Results provide insights into preferred learning styles and student achievement in a problem-based learning centered Doctoral level Physical Therapy Program.

scholarly journals Kolb’s Learning Style Inventory 4.0 and its association with traditional and problem based learning teaching methodologies in medical students

2020 ◽  
Vol 37 (1) ◽  
Author(s):  
Muhammad Zafar Iqbal Hydrie ◽  
Syed Muhammad Zulfiqar Hyder Naqvi ◽  
Shams Nadeem Alam ◽  
Syed Imtiaz Ahmed Jafry
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Problem Based Learning ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Teaching Methodologies ◽  
Learning Style Inventory ◽  
Creative Commons ◽  
Over Time

Objectives: To assess learning styles and the association of various teaching methodologies of medical students. Methods: A cross-sectional study was carried out amongst 523 medical students of Baqai Medical College, Baqai Medical University, Karachi, from July 2019 to October 2019. All students from first to final year, who attended the undergraduate MBBS program were included. The study instrument was a questionnaire containing students’ demographic details, David Kolb’s Learning Style Inventory 4.0 and traditional and PBL teaching methodologies were asked. The association of various learning styles and preferred teaching methodologies with year of study was also assessed by using Pearson’s chi-square test. Results: Out of 523 students, 518 returned the completed questionnaire. A majority of the students had either imagining or experiencing learning style. No change in learning style was observed between years of study. A significant association between the teaching methodologies and year of study was found in the imagining (p=0.033) and experiencing (p=0.044) learning style groups. Conclusion: Students from different years of study at medical school did not have significantly different learning styles though the student’s preferences to teaching methodologies seem to change over time in the respective learning style groups. Longitudinal studies are necessary to identify the factors influencing such change and explore the association between learning styles over time on teaching methodologies in medical education. doi: https://doi.org/10.12669/pjms.37.1.2275 How to cite this:Hydrie MZI, Naqvi SMZH, Alam SN, Jafry SIA. Kolb’s Learning Style Inventory 4.0 and its association with traditional and problem based learning teaching methodologies in medical students. Pak J Med Sci. 2021;37(1):146-150.  doi: https://doi.org/10.12669/pjms.37.1.2275 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

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 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.

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