Do learning style preferences influence the cumulative gross point average and self directed learning hours in dental students: a preliminary study

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.

Self-directed learning skills and motivation during distance learning in the COVID-19 pandemic (case study: The university of Jordan)

“…While The use of technology made it easier for students to access educational material and communicate with their peers to solve group assignments, it also provided the possibility of communicating with the teacher at any time [ 62 ], as the material was designed to suit the distance learning environment. It includes accessing various learning activities that adapt to student's learning styles and what best suits them in using learning resources, which improve skills in management and decision-making [ 63 ].…”

Assessment of the quality of root canal fillings performed on extracted teeth by undergraduate dental students in a sample from Saudi Arabia

“…Endodontic treatment is necessary for a sizable part of dental emergencies treated globally, and there is a growing demand to train and educate dental students in this skill so they would be more ready to carry out such treatment with satisfactory outcomes [ 1 , 2 ]. However, numerous investigations have shown that general dentists do not deliver endodontic care of a high standard [ 3 – 4 ].…”