Correlation of studentsʼ characteristics with their learning styles as they begin medical school

Aaron, Stephen; Skakun, Ernest N.

doi:10.1097/00001888-199903000-00016

Cited by 46 publications

(27 citation statements)

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“…Similar findings were obtained by Duff and Mc Kinstry [16]. A study conducted among medical novice students identified three main factors promoting a surface approach, which could lead to assessment-oriented learning: high workloads with tightly scheduled contact hours, predictability of assignments and assessment methods directed at recall of factual knowledge [28]. Ramsden further supports factors such as heavy workloads, poor feedback on student progress and activities promoting rote learning as elements encouraging learners to adopt a surface approach [29].…”

Section: Surface Approachsupporting

confidence: 64%

Educational Alignment: Learning – Teaching Approaches as Influencing Factors

Lüdeke¹,

Zúñiga²

2017

UNIV.MED.

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La implementación de innovaciones en programas académicos de medicina requiere evaluar los aspectos que cumplen papeles fundamentales dentro de la compleja relación del sistema estudiante-docente-contexto educativo. El objetivo del artículo es determinar si los objetivos de aprendizaje y las intervenciones educativas concuerdan con el alineamiento educativo. Este se puede evaluar explorando el abordaje del aprendizaje adoptado por los estudiantes (profundo vs. superficial) y el abordaje de enseñanza adoptado por los miembros del cuerpo docente (centrado en estudiantes vs. centrado en docentes). Un alineamiento entre estos factores asegura una mayor calidad del programa educativo, que fomenta el desarrollo de profesionales con capacidad de autoestudio y autorregulación, en busca de aprendizajes significativos continuos a lo largo de la vida. Así mismo, programas en proceso de cambios curriculares deben evaluar estos aspectos que antes no estaban en los currículos tradicionales.

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Section: Surface Approachsupporting

confidence: 64%

Educational Alignment: Learning – Teaching Approaches as Influencing Factors

Lüdeke¹,

Zúñiga²

2017

UNIV.MED.

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“…Dramatic shift from multimodal to unimodal learning in postgraduate students was not well justified by the author but it was assumed that due to lack of time in clinical schedule and lack of didactic learning might be responsible for such type of shift. Need to compete for grade for undergraduate students unlike the postgraduate students might be the cause of such type of difference in unimodal leaning style as evidenced by the study done by Aaron in USA [37]. Unlike these reports the study done by whillier et al among 1st year to 5th year chiropractic students showed that neither multimodal style nor unimodal style varied in subsequent year.…”

Section: Learning Style and Level Of Medical Educationmentioning

confidence: 95%

Exploration of preferred learning styles in medical education using VARK modal

Khanal¹,

Shah²,

Koirala³

2014

RusOMJ

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Learning styles is a term used to refer to the methods of gathering, processing, interpreting, organizing and thinking about information. Students have different learning styles, which is the reason for the diversity seen in classrooms in regards to how students acquire information. Claxton and Murrell had divided the learning styles into the following four categories: personality models, information-processing models, social-interaction models, and instructional preferences models. VARK (an acronym for Visual, Aural, Read/write and Kinesthetic, different way of learning styles) is a learning inventory categorized into the 'instructional preference' modal. Many studies were done using the VARK inventory among the medical education but the preferred mode of learning was variable in different parts of the world. The relationship of age, gender and academic performance with the mode of learning was also not consistent. So this article tried to conclude the preferred mode of learning and relationship of mode of learning with gender and other factors by analyzing the previous studies done using VARK questionnaire among the medical students in daily teaching and learning environment. Pub Med and Google Scholar were used as a search engine to find the article. Altogether 20 full text research papers were retrieved and reviewed. In the most of part of the world the studies showed that multimodal learning style was the predominant one over unimodal. Further in multimodal quadmodal was the most preferred one followed by other presentation. In the unimodal presentation most preferred one is kinesthetic type of learning along with visual, aural and read write in less extent. Age factors had no lucid relationship with the learning style though some variations were observed with age.This review was expected to be useful as scientific evidence in the field of medical education and also as a reference for further research.

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“…Previous proposed constructs to explain low academic performance include study skills (e.g., Aaron, 1999), study habits (e.g., Murray, 2003), study attitudes (e.g., Zimmerman, 1977), study motivation (e.g., Melancon, 2002), meta-cognitive skills (e.g., Zeegers, 2001), study anxiety (e.g., Miller, 1972), procrastination (e.g. Pychyl, 2000) and depth of processing (e.g., Hall, 2001).…”

Section: Chronology Of the Study Of Study Habitsmentioning

confidence: 99%

Influence of Study Habits on Academic Performance of International College Students in Shanghai

Cerna¹,

Pavliushchenko²

2015

HES

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The present study estimates the global validity of existing constructs and serves as the basis for the development of the Self-Reported Study Habits for International Students (SR-SHI) used to identify at-risk students in international programs. One-year classroom observations, recollection of study habits though interviews with high performing students show that they are mainly from low-context and individualistic countries while most low performing students come from high-context and collectivistic countries.Among other aspects, high performing students give opinions based on reading material and class content, use the expression "I think", ask questions in class, are on time, ask for feedback regarding assignments, take notes in class and while studying, look for the professor after class, seat at the front of the classroom and attend every class, study in silence and alone at regular times along the whole semester, read the material about two weeks before the exam, review notes before the exam, talk about the content with other students. On the other hand, low performing students remind quite the whole semester, miss at least three classes per semester, are normally late, sit at the back of the classroom, don't take notes in class and never look for the professor after class-hours. It seems that specific training programs at the start and during the semester as well as training on cultural intelligence were identified are necessary.Keywords: academic performance, high/low-context countries, high-performing students, low-context country, multicultural classroom, study habits Statement of ProblemPerhaps the greatest challenge of faculty teaching in multicultural classrooms in college is to devise teaching methodologies that help all students to learn and understand the subjects under discussion. This researcher sustains that all things being equal, what remains different in a multicultural classroom is the cultural background (and the implied habits) of students and teachers. Class observations and interview with high-performing students showed that most high and low performing students have some habits in common. Hence, it is considered important to know what habits college students have and, in case of low-performing students, which of those habits need to be changed in order to improve performance. The importance of improving habits lays in their relationship with attitudes, which are deemed important for achieving high academic performance.A great deal of research provides evidence that study habits and study attitudes are both significant variables, which determine the academic performance of students. Yet, in spite of the perceived importance of study habits and study attitudes to academic achievement, it seems that education institution still pay little attention to understanding these factors (Baquiran, 2011).Classroom observations show that under the same conditions, namely same professor, same subject, same teaching system, same administration, same enrollment criteria, same time of the day ...

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Correlation of studentsʼ characteristics with their learning styles as they begin medical school

Abstract: The need to compete for grades in prerequisite courses may be a factor contributing to surface learning in new medical students.

Cited by 46 publications

References 0 publications

Educational Alignment: Learning – Teaching Approaches as Influencing Factors

Educational Alignment: Learning – Teaching Approaches as Influencing Factors

Exploration of preferred learning styles in medical education using VARK modal

Influence of Study Habits on Academic Performance of International College Students in Shanghai

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