An Assessment of Learning Styles among Undergraduate Medical Students at King Saud bin Abdulaziz University (KSAUHS), King Saud University (KSU) and Imam Mohammad Ibn Saud Islamic University (IMSIU)

Alfawzan, Abdulrahman; Alfawzan, Omar; Alessa, Reema; Alturki, Abdulaziz; Alshiha, Kholoud; Omair, Aamir; Agha, Sajida; Mahzari, Moeber

doi:10.21203/rs.3.rs-33877/v1

Cited by 4 publications

(4 citation statements)

References 13 publications

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“…One of the most critical aspects of new teaching methods development is gender difference. 17 This result is consistent with Elkordy et al and Bin Eid et al 18 , 19 and disagreed with another study 20 which reported an equal number of males and females. The current study has shown a statistically significant difference between the three teaching methods’ total scale scores.…”

Section: Discussionsupporting

confidence: 59%

“…Additionally, several studies demonstrated the medical student’s perception toward anatomage table alone or plastination alone. 13 , 20 , 23 , 24 Still, there have been no studies showing medical students’ attitude towards teaching strategies, anatomage table, and plastinated models for education. On the other hand, a previous study indicated that more than 80% of medical students are satisfied with learning medicine using virtual reality and anatomage table It is an excellent complement to other methods with several benefits and advantages, but it is not without flaws.…”

Section: Discussionmentioning

confidence: 99%

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Students’ Perceptions and Attitudes After Exposure to Three Different Instructional Strategies in Applied Anatomy

Abdulrahman¹,

Jumaa

Hanafy

et al. 2021

AMEP

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Background The advancements of technologies have developed anatomical education into a new era. The study aims to assess medical students’ performance and overall satisfaction who used the anatomage table and plastinated specimens for the teaching and learning anatomy courses. Methods A cross-sectional study was conducted on students of the first-year college of medicine at Imam Mohammad Ibn Saud Islamic University (IMSIU). Students were randomly distributed equally into three groups A, B, and C. All groups were taken two sessions of lectures for one hour each. Each lecture was followed by a practical session of two hours. Group A learned with the “Anatomage” table and Group B learned the same topics on plastinated specimens. Group C was learning on both plastinated specimens and the “Anatomage” table. The objective structured practical examination was given to all students immediately after the practical sessions. A structured questionnaire was given to each group to determine the students’ views on the educational methods. Results There was a statistically significant difference between the means of the total scale scores for the three teaching methods, where students expressed a higher attitude towards both strategies for teaching in comparison to the anatomage table and plastinated models for teaching, where the means were 18±4.4, 18.3±4.6, 20.4±5.6, respectively, F=12.6 and P=0.0001. There were higher and positive students’ attitudes regarding the five statements in favor of both models teaching compared to anatomage table and plastinated model teaching alone. Conclusion The first-year medical students have valued the combination of anatomage table and plastinated prosections in learning and assessing anatomy education at the undergraduate level. The advantages outweigh the limitation of these educational tools.

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Section: Discussionsupporting

confidence: 59%

Section: Discussionmentioning

confidence: 99%

Students’ Perceptions and Attitudes After Exposure to Three Different Instructional Strategies in Applied Anatomy

Abdulrahman¹,

Jumaa

Hanafy

et al. 2021

AMEP

View full text Add to dashboard Cite

show abstract

“…One report demonstrated that the majority of medical students of Ethiopia University was particularly satisfied with learning medicine using this touch screen table [ 34 ]. This finding was then confirmed by Bin Abdulrahman and coworkers [ 35 ], who performed a cross-sectional study on medical students of the first year of Saud Islamic University, collecting a broad consensus on the use of the anatomical table for learning.…”

Section: Resultsmentioning

confidence: 99%

Three-Dimensional Virtual Anatomy as a New Approach for Medical Student’s Learning

Bartoletti-Stella

Gatta

Mariani

et al. 2021

IJERPH

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Most medical and health science schools adopt innovative tools to implement the teaching of anatomy to their undergraduate students. The increase in technological resources for educational purposes allows the use of virtual systems in the field of medicine, which can be considered decisive for improving anatomical knowledge, a requisite for safe and competent medical practice. Among these virtual tools, the Anatomage Table 7.0 represents, to date, a pivotal anatomical device for student education and training medical professionals. This review focuses attention on the potential of the Anatomage Table in the anatomical learning process and clinical practice by discussing these topics based on recent publication findings and describing their trends during the COVID-19 pandemic period. The reports documented a great interest in and a positive impact of the use of this technological table by medical students for teaching gross anatomy. Anatomage allows to describe, with accuracy and at high resolution, organ structure, vascularization, and innervation, as well as enables to familiarize with radiological images of real patients by improving knowledge in the radiological and surgical fields. Furthermore, its use can be considered strategic in a pandemic period, since it ensures, through an online platform, the continuation of anatomical and surgical training on dissecting cadavers.

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“…The type of curriculum is considered one such debated factor. Controversial results were reported regarding the preference for problem-based learning (PBL) curricula as a multimodal approach over lecture-based curricula in accommodating a broader range of learning styles and dealing with a deeper approach to learning [15][16][17]. Also, various studies elaborated on the great debate regarding academic achievement as an influencing factor in learning styles [1,18,19].…”

Section: Introductionmentioning

confidence: 99%

Learning style preference and the academic achievements of medical students in an integrated curriculum

Aboregela

2023

JMedLife

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Understanding how individuals learn best, known as learning style, is integral to optimizing educational outcomes. This analytical study was conducted among students in their fourth year who finalized their problem-based activities at the College of Medicine, University of Bisha, Saudi Arabia. The visual, aural, read/write, and kinesthetic (VARK) model was adopted to assess individual differences in learning preferences and their correlation with academic achievement in the problem-based learning (PBL)-dependent curriculum. The online self-administered survey was completed by 64 students with a response rate of 79%. Of these, 63.5% were men and 36.5% were women, with a mean age of 21.9 years and a grade point average (GPA) of 3.83. Analysis of learning style distribution revealed that 34.9% preferred visual, 54% preferred auditory, 17.5% preferred read/write, and 90.5% preferred kinesthetic styles. Also, combined learning modalities revealed that 14.3% preferred unimodal, 74.6% bimodal, and 11.1% trimodal approaches. The most frequent unimodal approach was kinesthetic, while auditory/kinesthetic and visual/auditory/kinesthetic were the predominant bimodal and trimodal preferences. No significant differences in GPA were found among students with different selective learning styles or combined learning modalities, as determined by one-way ANOVA and chi-square tests. Spearman's rho correlation revealed a positive correlation between the learning modality and the auditory style ( P < 0.001). Also, a negative correlation was identified between reading/writing versus kinesthetic and auditory versus visual learning styles ( P = 0.001). However, no significant correlations were identified between grades or GPA and specific learning styles. It can be concluded that the integrated PBL-dependent curriculum adopted at the College of Medicine, University of Bisha, is a suitable teaching modality satisfying different learning styles, but continuous monitoring is crucial.

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An Assessment of Learning Styles among Undergraduate Medical Students at King Saud bin Abdulaziz University (KSAUHS), King Saud University (KSU) and Imam Mohammad Ibn Saud Islamic University (IMSIU)

Cited by 4 publications

References 13 publications

Students’ Perceptions and Attitudes After Exposure to Three Different Instructional Strategies in Applied Anatomy

Students’ Perceptions and Attitudes After Exposure to Three Different Instructional Strategies in Applied Anatomy

Three-Dimensional Virtual Anatomy as a New Approach for Medical Student’s Learning

Learning style preference and the academic achievements of medical students in an integrated curriculum

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