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Ganji KK, Alam MK, Gudipaneni RK, Algarni H, Munisekhar MS, Hamza MO, Mousa MA, Sghaireen MG. Do learning style preferences influence the cumulative gross point average and self directed learning hours in dental students: a preliminary study. BMC MEDICAL EDUCATION 2022; 22:493. [PMID: 35751120 PMCID: PMC9229464 DOI: 10.1186/s12909-022-03535-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/26/2022] [Accepted: 06/01/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Learning styles influence the outcome of the student performances based on preliminary data available. To evaluate whether the learning styles discriminate the cumulative gross point average (CGPA) scores and self-directed learning hours (SDL) in an integrated curriculum of dental students. METHODS Participants in this blinded cross-sectional study were dental students enrolled in the Bachelor of Dental & Oral Surgery program at XXXX College of Dentistry. An online survey (Kolb Learning Style Inventory) was used to collect data. It has four sections: Concrete Experience (CE), Abstract Conceptualization (AC), Reflective Observation (RO), and Active Experimentation (AE). Questionnaire was distributed electronically to students of Academic level 1 to 5, selected by using non-probability quota sampling technique. In addition to learning style assessment the questionnaire also included measures to obtain data such as gender, academic level, CGPA score, and SDL hours of participants. The CGPA scores were categorized into average (3 to 3.6), good (3.7 to 4.2), excellent (4.3 to 4.7) and outstanding (> 4.7) as well as SDL in to three classes as, < 1 h, > 1 but < 3 h and > 3 h. Discriminant function test was computed to assess the effectiveness of discrimination by the learning styles in GPA and SDL. RESULTS The study's questionnaire was completed by 198 participants (43% females and 57% males). Learning styles were discriminated by excellent category of CGPA scores that presented 72.1% group membership whereas in case of outstanding category presented the least as 17% group membership. Learning styles were discriminated by > 2 but < 3 h category of SDL hours that presented 69.7% group membership. CONCLUSION Learning styles can be used to discriminate the student academic performances and self-directed learning hours. Among the different category of CGPA participants with outstanding performance represent a good prediction for learning styles preferences. Participants with varying SDL hours also influenced the learning styles.
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Affiliation(s)
- Kiran Kumar Ganji
- Department of Preventive Dentistry, College of Dentistry, Jouf University, Aljouf Province, Sakaka, Saudi Arabia.
| | - Mohammad Khursheed Alam
- Department of Preventive Dentistry, College of Dentistry, Jouf University, Aljouf Province, Sakaka, Saudi Arabia
- Center for Transdisciplinary Research (CFTR), Saveetha Dental College, Saveetha Institute of Medical and Technical Sciences, Saveetha University, Chennai, India
| | - Ravi Kumar Gudipaneni
- Department of Preventive Dentistry, College of Dentistry, Jouf University, Aljouf Province, Sakaka, Saudi Arabia
| | - Hmoud Algarni
- Department of Operative Dentistry & Endodontics, College of Dentistry, Jouf University, Sakaka, KSA, Saudi Arabia
| | - Manay Srinivas Munisekhar
- Department of Preventive Dentistry, College of Dentistry, Jouf University, Aljouf Province, Sakaka, Saudi Arabia
| | - May Osman Hamza
- Department of Prosthetic Dental Sciences, College of Dentistry, Jouf University, Sakaka, KSA, Saudi Arabia
| | - Mohammed Assayed Mousa
- Department of Prosthetic Dental Sciences, College of Dentistry, Jouf University, Sakaka, KSA, Saudi Arabia
| | - Mohammed Ghazi Sghaireen
- Department of Prosthetic Dental Sciences, College of Dentistry, Jouf University, Sakaka, KSA, Saudi Arabia
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Wang R, Liu C. The relation of dental students' learning styles to their satisfaction with traditional and inverted classroom models. BMC MEDICAL EDUCATION 2019; 19:315. [PMID: 31438946 PMCID: PMC6704638 DOI: 10.1186/s12909-019-1749-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/16/2019] [Accepted: 08/13/2019] [Indexed: 05/04/2023]
Abstract
BACKGROUND The authors' medical school has adopted an inverted classroom model (ICM) for physiology classes. This study aimed to determine students' learning styles and investigate the relationship between learning style and satisfaction with different instruction approaches and components of the ICM. METHODS One hundred and twenty-one second-year dental students participated in this study, which had a 77.6% participation rate. The Kolb Learning Style Inventory, a sociodemographic questionnaire, and a satisfaction survey were administered after course completion. RESULTS In both the traditional and ICM classes, most of the participants were convergers (56.9 and 54%) and assimilators (20.7 and 25.4%), and the rest of the participants were accommodators (15.5 and 12.7%) and divergers (6.9 and 8%). Learning style did not influence participants' satisfaction and did not predict their satisfaction with the traditional and ICM approaches. The satisfaction scores for the four components of the ICM were not significantly different by learning style. The mean satisfaction scores of the ICM approach were higher than those of the traditional approach in all learning style groups. All of the participants in the ICM class were more satisfied with the online and teacher-student interaction components than the student group discussion and presentation components. CONCLUSIONS Learning style may not be a potential contributing factor for optimizing the implementation of the ICM. Instead of focusing on learning styles, further research must investigate how to design more efficient online courses, determine appropriate levels of learning materials, provide more online instructional interaction, and help students overcome their feelings of fear.
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Affiliation(s)
- Rong Wang
- Department of Physiology and Pathophysiology, Shandong University, Cheeloo College of Medicine, Jinan, 250012 China
| | - Chuanyong Liu
- Department of Physiology and Pathophysiology, Shandong University, Cheeloo College of Medicine, Jinan, 250012 China
- Key Lab of Mental Disease, Shandong Province, Jinan, 250012 China
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Mahling M, Münch A, Schenk S, Volkert S, Rein A, Teichner U, Piontek P, Haffner L, Heine D, Manger A, Reutershan J, Rosenberger P, Herrmann-Werner A, Zipfel S, Celebi N. Basic life support is effectively taught in groups of three, five and eight medical students: a prospective, randomized study. BMC MEDICAL EDUCATION 2014; 14:185. [PMID: 25194168 PMCID: PMC4168208 DOI: 10.1186/1472-6920-14-185] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/27/2013] [Accepted: 08/26/2014] [Indexed: 05/16/2023]
Abstract
BACKGROUND Resuscitation is a life-saving measure usually instructed in simulation sessions. Small-group teaching is effective. However, feasible group sizes for resuscitation classes are unknown. We investigated the impact of different group sizes on the outcome of resuscitation training. METHODS Medical students (n = 74) were randomized to courses with three, five or eight participants per tutor. The course duration was adjusted according to the group size, so that there was a time slot of 6 minutes hands-on time for every student. All participants performed an objective structured clinical examination before and after training. The teaching sessions were videotaped and resuscitation quality was scored using a checklist while we measured the chest compression parameters with a manikin. In addition, we recorded hands-on-time, questions to the tutor and unrelated conversation. RESULTS Results are displayed as median (IQR). Checklist pass rates and scores were comparable between the groups of three, five and eight students per tutor in the post-test (93%, 100% and 100%). Groups of eight students asked fewer questions (0.5 (0.0 - 1.0) vs. 3.0 (2.0 - 4.0), p < .001), had less hands-on time (2:16 min (1:15 - 4:55 min) vs. 4:07 min (2:54 - 5:52 min), p = .02), conducted more unrelated conversations (17.0 ± 5.1 and 2.9 ± 1.7, p < 0.001) and had lower self-assessments than groups of three students per tutor (7.0 (6.1 - 9.0) and 8.2 (7.2 - 9.0), p = .03). CONCLUSIONS Resuscitation checklist scores and pass rates after training were comparable in groups of three, five or eight medical students, although smaller groups had advantages in teaching interventions and hands-on time. Our results suggest that teaching BLS skills is effective in groups up to eight medical students, but smaller groups yielded more intense teaching conditions, which might be crucial for more complex skills or less advanced students.
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Affiliation(s)
- Moritz Mahling
- />Medical School, Faculty of Medicine, University of Tübingen, Geissweg 5, Tübingen, 72076 Germany
| | - Alexander Münch
- />Medical School, Faculty of Medicine, University of Tübingen, Geissweg 5, Tübingen, 72076 Germany
| | - Sebastian Schenk
- />Medical School, Faculty of Medicine, University of Tübingen, Geissweg 5, Tübingen, 72076 Germany
- />Department of Anesthesiology and Intensive Care Medicine, University of Tübingen, Hoppe-Seyler-Straße 3, Tübingen, 72076 Germany
| | - Stephan Volkert
- />Medical School, Faculty of Medicine, University of Tübingen, Geissweg 5, Tübingen, 72076 Germany
- />Department of Anesthesiology and Intensive Care Medicine, University of Tübingen, Hoppe-Seyler-Straße 3, Tübingen, 72076 Germany
| | - Andreas Rein
- />Department of Anesthesiology and Intensive Care Medicine, University of Tübingen, Hoppe-Seyler-Straße 3, Tübingen, 72076 Germany
| | - Uwe Teichner
- />Department of Anesthesiology and Intensive Care Medicine, University of Tübingen, Hoppe-Seyler-Straße 3, Tübingen, 72076 Germany
| | - Pascal Piontek
- />Medical School, Faculty of Medicine, University of Tübingen, Geissweg 5, Tübingen, 72076 Germany
| | - Leopold Haffner
- />Medical School, Faculty of Medicine, University of Tübingen, Geissweg 5, Tübingen, 72076 Germany
| | - Daniel Heine
- />Department of Anesthesiology and Intensive Care Medicine, University of Tübingen, Hoppe-Seyler-Straße 3, Tübingen, 72076 Germany
| | - Andreas Manger
- />Department of Anesthesiology and Intensive Care Medicine, University of Tübingen, Hoppe-Seyler-Straße 3, Tübingen, 72076 Germany
| | - Jörg Reutershan
- />Department of Anesthesiology and Intensive Care Medicine, University of Tübingen, Hoppe-Seyler-Straße 3, Tübingen, 72076 Germany
| | - Peter Rosenberger
- />Department of Anesthesiology and Intensive Care Medicine, University of Tübingen, Hoppe-Seyler-Straße 3, Tübingen, 72076 Germany
| | - Anne Herrmann-Werner
- />Department of Internal Medicine VI, Psychosomatic Medicine, University Hospital of Tübingen, Osianderstraße 5, Tübingen, 72076 Germany
| | - Stephan Zipfel
- />Department of Internal Medicine VI, Psychosomatic Medicine, University Hospital of Tübingen, Osianderstraße 5, Tübingen, 72076 Germany
| | - Nora Celebi
- />Ärztezentrum Ostend, Ostendstr. 90, Stuttgart, 70188 Germany
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Palacios-Hernández B, Idrovo AJ, Magaña-Valladares L. Values and learning styles of postgraduate public health students in Mexico. INTERNATIONAL QUARTERLY OF COMMUNITY HEALTH EDUCATION 2013; 34:73-85. [PMID: 24366023 DOI: 10.2190/iq.34.1.f] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
This study identifies learning values and styles of students at the National Institute of Public Health in Mexico (2009-2011). The values described by Allport-Vernon-Lindser and the Learning Style Inventory were used to classify the students. Assimilating learning was identified as more frequent among students, without differences noted in either type of program. As regards values, the theoretical value was well above other values in research-oriented programs, while students of programs focusing on professional development mainly expressed a social value. A significant difference in the social value of accepted and rejected students was found, with the highest levels in the first group. The assimilator learning style was frequent among public health students. The most significant values in each type of program are consistent with the educational areas of focus and the type of work to be developed after graduating from the courses.
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Affiliation(s)
| | - Alvaro J Idrovo
- National Institute of Public Health, Cuernavaca, Morelos, Mexico Public Health Dept., Industrial University of Santander, Santander, Colombia
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Caulley L, Wadey V, Freeman R. Learning styles of first-year orthopedic surgical residents at 1 accredited institution. JOURNAL OF SURGICAL EDUCATION 2012; 69:196-200. [PMID: 22365865 DOI: 10.1016/j.jsurg.2011.09.002] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2011] [Revised: 08/10/2011] [Accepted: 09/09/2011] [Indexed: 05/31/2023]
Abstract
BACKGROUND This study represents 1 arm of a 5-year prospective study investigating the learning styles of orthopedic residents and their surgical educators. METHODS This project investigates the learning styles of the 2009-2010 year 1 orthopedic surgical residents. A cross-sectional survey using the Kolb Learning Style Inventory was completed by 13 first year orthopedic residents. Direct 1-to-1 interviews were completed with the primary investigator and each participant using the Kolb Learning Style Inventory and learning styles were determined. RESULTS Converging learning style was the most common among the residents (53.8%). Residents demonstrated a high tendency toward the learning skill of abstract conceptualization combined with active experimentation, and a transition from action-oriented to more reflective learning style with age and postgraduate education. CONCLUSIONS These results may be useful in creating strategies specific to each learning style that will be offered to residents to enhance future teaching and learning.
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Affiliation(s)
- Lisa Caulley
- Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada.
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Kostovich CT, Poradzisz M, Wood K, O'Brien KL. Learning Style Preference and Student Aptitude for Concept Maps. J Nurs Educ 2007; 46:225-31. [PMID: 17547346 DOI: 10.3928/01484834-20070501-06] [Citation(s) in RCA: 26] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Acknowledging that individuals' preferences for learning vary, faculty in an undergraduate nursing program questioned whether a student's learning style is an indicator of aptitude in developing concept maps. The purpose of this research was to describe the relationship between nursing students' learning style preference and aptitude for concept maps. The sample included 120 undergraduate students enrolled in the adult health nursing course. Students created one concept map and completed two instruments: the Learning Style Survey and the Concept Map Survey. Data included Learning Style Survey scores, grade for the concept map, and grade for the adult health course. No significant difference was found between learning style preference and concept map grades. Thematic analysis of the qualitative survey data yielded further insight into students' preferences for creating concept maps.
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Mitchell AW, Nyland NK. Learning styles differ between senior dietetics students and dietetics faculty members. ACTA ACUST UNITED AC 2005; 105:1605-8. [PMID: 16183362 DOI: 10.1016/j.jada.2005.07.008] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2004] [Indexed: 11/25/2022]
Abstract
This study examined learning styles of faculty members and senior students in coordinated programs in dietetics and compared learning styles by area of career expertise (faculty) or interest (students). Respondents included 108 faculty members and 324 students. The survey included a standardized Learning Styles Inventory and questions regarding demographics and career preferences. chi(2) analysis was used to compare learning style with selected variables. Significant differences were found between student and faculty learning styles (P=.006). Faculty also had significant differences in learning styles within various areas of expertise (P=.037), but no significant differences were found in learning style by expected career choice of students. Students listed entry-level and 5-year career choices. Most (55.6%) plan to work in clinical nutrition following graduation, but 37.0% anticipate being in a nontraditional area of dietetics 5 years postgraduation. Only 6.8% plan to work in management at entry, dropping to 3.4% at 5 years.
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Affiliation(s)
- Ana W Mitchell
- Department of Nutrition, Dietetics, and Food Science, Brigham Young University, Provo, UT, USA.
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Cook DA. Learning and cognitive styles in web-based learning: theory, evidence, and application. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2005; 80:266-78. [PMID: 15734809 DOI: 10.1097/00001888-200503000-00012] [Citation(s) in RCA: 32] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
Cognitive and learning styles (CLS) have long been investigated as a basis to adapt instruction and enhance learning. Web-based learning (WBL) can reach large, heterogenous audiences, and adaptation to CLS may increase its effectiveness. Adaptation is only useful if some learners (with a defined trait) do better with one method and other learners (with a complementary trait) do better with another method (aptitude-treatment interaction). A comprehensive search of health professions education literature found 12 articles on CLS in computer-assisted learning and WBL. Because so few reports were found, research from non-medical education was also included. Among all the reports, four CLS predominated. Each CLS construct was used to predict relationships between CLS and WBL. Evidence was then reviewed to support or refute these predictions. The wholist-analytic construct shows consistent aptitude-treatment interactions consonant with predictions (wholists need structure, a broad-before-deep approach, and social interaction, while analytics need less structure and a deep-before-broad approach). Limited evidence for the active-reflective construct suggests aptitude-treatment interaction, with active learners doing better with interactive learning and reflective learners doing better with methods to promote reflection. As predicted, no consistent interaction between the concrete-abstract construct and computer format was found, but one study suggests that there is interaction with instructional method. Contrary to predictions, no interaction was found for the verbal-imager construct. Teachers developing WBL activities should consider assessing and adapting to accommodate learners defined by the wholist-analytic and active-reflective constructs. Other adaptations should be considered experimental. Further WBL research could clarify the feasibility and effectiveness of assessing and adapting to CLS.
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Affiliation(s)
- David A Cook
- Baldwin 4-A, Division of General Internal Medicine, Mayo Clinic College of Medicine, 200 First Street SW, Rochester, MN 55905, USA.
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Regehr G. Trends in medical education research. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2004; 79:939-947. [PMID: 15383349 DOI: 10.1097/00001888-200410000-00008] [Citation(s) in RCA: 67] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
The medical education community is reflecting increasingly on the role and nature of research in the field. Useful sources of data to include in these reflections are a description of the topics in which we are investing our energies, an analysis of the extent to which there is a sense of progress on these topics, and an examination of the mechanisms by which any progress has been achieved. This article presents the results of a thematic review of the medical education research literature in four key journals since the turn of the 21st century. It describes four examples of areas in which the community appears to be investing its energies: curriculum and teaching issues, skills and attitudes relevant to the structure of the profession, individual characteristics of medical students, and the evaluation of students and residents. A discussion of the recent publications in these domains highlights a distinction between thematic categories of research, in which many members of the community are working on the same topic, and programmatic lines of research, in which members of the community are working together toward the shared goal of consensual understanding. The author suggests that community-level, programmatic lines of research are necessary to build knowledge and understanding of a domain and that, in the absence of such communal effort, the value of research is limited to the uncoordinated accrual of information.
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Affiliation(s)
- Glenn Regehr
- Wilson Center for Research in Education, 200 Elizabeth Street, Eaton South 1-565, Toronto, Ontario, Canada M5G2C4.
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