A cross‐cultural comparison of anatomy learning: Learning styles and strategies

Abstract

Cultural influences on anatomy teaching and learning have been investigated by application of a questionnaire to medical students in British and Chinese Medical Schools. Results from the responses from students of the two countries were analyzed. Both groups found it easier to understand anatomy in a clinical context, and in both countries, student learning was driven by assessment. Curriculum design differences may have contributed to the British view wherein students were less likely to feel time pressure and enjoyed studying anatomy more than their Chinese counterparts. Different teaching approaches resulted in British students being more likely to recite definitions to learn, and the Chinese students found learning from cross-sectional images easy. Cultural differences may account for the observation that British students were more inclined to ask questions in class, and the preference of Chinese students to study in small groups. The findings give evidence to show how 'cultures of learning' influence students' approaches and indicate the importance of cultural influences as factors amongst international and home learner groups.

A psychometric evaluation of the anatomy learning experiences questionnaire and correlations with learning outcomes

“…There were some minor differences in rank‐order between first‐year and second‐year students. These findings generally aligned with several previous studies (Azer and Eizenberg, ; Mitchell et al, ; Kerby et al, ; Johnson et al, ; Olowo‐Ofayoku and Moxham, ), and it is again worth noting the continuing importance placed on dissection by students in medical education despite the increasing range of study materials available to them.…”

Estilos de aprendizaje, variables sociodemográficas y rendimiento académico en estudiantes de Ingeniería de Edificación

“…Pueden variar en función de la percepción o experiencia de aprendizaje en cada asignatura, e incluso en el estudio de temas diferentes dentro de cada materia (Aguirre, 2007;Mitchell, Xu, Jin, Patten y Gouldsborough, 2009), se pueden enseñar (Sternberg, 1998). Reid (1995) indicó que cada persona tiene un estilo de aprendizaje predominante, los EA existen en un continuo, aunque en ocasiones sean descritos como opuestos y cada estilo tiene un valor neutro.…”

Multicultural Learning Styles Dilemma: Re-Thinking Management Education

“…It can, therefore, be argued that even though groups may present with similar attitudes and beliefs but these will not be homogeneous and there will be overlap between one's different cultural sets at an individual (micro) and societal (macro) level. Nonetheless, (Mitchell, Xu, Jin, Patten, & Gouldsborough, 2009) and (Mitsis & Foley, 2009) demand that further research be conducted in exploring the ways in which individuals navigate specific contexts across cultures and disciplines since evidently influence of culture in determining learning behaviors and style preferences exists. (Hofstede & Hofstede, 2005) acknowledge this with their notion of 'cultural software' and its role as a filter in terms of how individuals process information.…”