Does gender influence learning style preferences of first-year medical students?

Slater, Jill A.; Lujan, Heidi L.; DiCarlo, Stephen E.

doi:10.1152/advan.00010.2007

Cited by 163 publications

(152 citation statements)

References 25 publications

Supporting

Mentioning

118

Contrasting

Unclassified

Order By: Relevance

“…However, studies looking at gender preference for modes of learning in higher education have shown that there does not appear to be a difference. While females have been shown to prefer a broader range of stimuli than males, both genders appreciate variety in their educational experience (Shaw & Marlow, 1999;Slater, Lujan, & DiCarlo, 2007). Importantly, this subjective measurement of perceived effectiveness was supported by the performance of females in this study, with females showing an almost 3.5% greater mean course grade than males.…”

Section: Discussionsupporting

confidence: 63%

“…Understanding how different genders respond to such a group-based learning activity could not only aid teachers in determining what strategies could prove useful for their class makeup given variable class composition, but also help educators better understand potential differences between gender for learning preference in higher education. While it has been suggested that females may respond more positively to group work than males due to their socially collaborative nature (Daniels, Creese, Hey, Leonard, & Smith, 2001), studies on pedagogy preference in higher education between genders have so far shown little difference (Shaw & Marlow, 1999;Slater, Lujan, & DiCarlo, 2007). Additionally, GPA is an important variable to include when assessing learning strategies not only to account for drastic changes in performance but to also control for trends that may in fact be quite apart from gender.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Using Breakout Groups as an Active Learning Technique in a Large Undergraduate Nutrition Classroom at the University of Guelph

2012

View full text Add to dashboard Cite

Breakout groups have been widely used under many different conditions, but the lack of published information related to their use in undergraduate settings highlights the need for research related to their use in this context. This paper describes a study investigating the use of breakout groups in undergraduate education as it specifically relates to teaching a large 4 th year undergraduate Nutrition class in a physically constrained lecture space. In total, 220 students completed a midterm survey and 229 completed a final survey designed to measure student satisfaction. Survey results were further analyzed to measure relationships between student perception of breakout group effectiveness and (1) gender and (2) cumulative GPA. Results of both surveys revealed that over 85% of students either agreed or strongly agreed that using breakout groups enhanced their learning experience, with females showing a significantly greater level of satisfaction and higher final course grade than males. Although not stratified by gender, a consistent finding between surveys was a lower perception of breakout group effectiveness by students with a cumulative GPA above 90%. The majority of respondents felt that despite the awkward room space, the breakout groups were easy to create and participate in, which suggests that breakout groups can be successfully used in a large undergraduate classroom despite physical constraints. The findings of this work are relevant given the applicability of breakout groups to a wide range of disciplines, and the relative ease of integration into a traditional lecture format.Les enseignants ont recours aux petits groupes dans de nombreuses conditions différentes, cependant, le manque d'information publiée sur leur utilisation au premier cycle confirme la nécessité d'effectuer des recherches sur ce format dans ce contexte. Le présent article rend compte d'une étude portant sur l'utilisation des petits groupes au premier cycle dans le cadre particulier d'un cours magistral de 4 e année sur la nutrition dans un espace physiquement limité. Au total, 220 étudiants ont participé à un sondage à la moitié du trimestre et 229 ont répondu à un sondage à la fin du trimestre visant à mesurer le niveau de satisfaction. Les chercheurs ont ensuite analysé les données de manière à mesurer les relations entre la perception que les étudiants avaient de l'efficacité des petits groupes et 1) le sexe, et 2) la moyenne pondérée cumulative (MPC). Les résultats des deux sondages révèlent que plus de 85 % des étudiants étaient soit d'accord, soit tout à fait d'accord avec le fait que les petits groupes amélioraient leur apprentissage, les femmes manifestant un degré de satisfaction significativement plus élevé que les hommes. Elles avaient aussi de meilleures notes finales. Sans prendre en compte la stratification selon le sexe, le résultat constant d'un sondage à l'autre démontre que les étudiants dont la MPC était supérieure à 90 % avaient une perception moins élevée de l'efficacité des petits groupes. La majorit...

show abstract

Section: Discussionsupporting

confidence: 63%

mentioning

confidence: 99%

Using Breakout Groups as an Active Learning Technique in a Large Undergraduate Nutrition Classroom at the University of Guelph

2012

View full text Add to dashboard Cite

show abstract

“…Gender was reported to influence "student learning style" in addition to various factors including age, culture, academic achievement, and others [18]. However, data from first year medical students in Detroit showed that the numbers and types of modality combinations in the VARK questionnaire were not significantly different between genders [3]. Similarly, an study with first year medical students in Turkey found no differences across male and female students according to VARK questionnaire [15].…”

Section: Discussionmentioning

confidence: 99%

“…Hilliard and Tallett [2] defined learning style as "a predisposition on the part of some students to adopt a particular learning strategy regardless of the specific demands of the learning task". According to Slater et al [3] medical students "encounter a distinctive challenge in the rigor of their required coursework and the increased volume that constitutes the program of study". The Grasha Reichmann Student Learning Styles Scale (GR-SLSS) is considered one of the few instruments designed specifically to be used with senior high school and university students.…”

Section: Introductionmentioning

confidence: 99%

Learning Styles, Academic Achievement, and Gender in a Medical School Setting

Kulaç¹,

Sezi̇k²,

Aşçı³

et al. 2015

Ann Clin Anal Med

View full text Add to dashboard Cite

ÖzetAmaç: Çalışmada klinik öncesi dönemdeki tıp öğrencilerinin öğrenme stilleri, cinsiyet ve akademik başarıları arasındaki ilişkinin değerlendirilmesi amaç-lanmıştır. Gereç ve Yöntem: Fakültemizdeki tüm klinik öncesi dönem tıp öğ-rencileri çalışmaya alınmıştır. Öğrenme stillerini belirlemek için öğrenme stillerini altı kategoride (bağımsız, bağımlı, rekabetçi, işbirlikçi, çekingen ve katılımcı) inceleyen Grasha -Reichmann Öğrenme Stilleri Ölçeği kullanılmış-tır. Öğrencilerin akademik başarıları kurul sınav puanları, final sınavı puanı ve geçme notu ile değerlendirilmiştir. Bulgular: Tıp öğrencilerinin en sık rekabetçi (% 34.8) ve işbirlikçi (% 33.7) öğrenme stillerine sahip olduğu saptanmıştır. Rekabetçi öğrenme stili ile final puanı ve geçme notu arasında anlamlı ilişki görülmüştür. Ayrıca rekabetçi ve işbirlikçi kız öğrenciler diğerleri-ne göre anlamlı olarak daha yüksek puan almışlardır. Tartışma: Fakültemiz-de rekabetçi öğrenciler diğerlerine göre daha yüksek başarı puanları elde etmişlerdir. Kız rekabetçi ve işbirlikçi öğrencilerin rekabetçi ve işbirlikçi erkeklerden daha yüksek puan almaları ile sözkonusu ilişkide cinsiyetin de etkili olduğu görülmüştür. Anahtar KelimelerEğitimsel Başarı; Cinsiyet; Öğrenme Stili; Tıp Eğitimi Abstract Aim: To investigate correlations among learning styles, academic achievement and gender of medical students in preclinical years. Material and Method: All medical students in preclinical years at our institution were approached. The Grasha-Reichmann Student Learning Styles Scale was used to define primary learning style of the participants in six categories (independent, dependent, competitive, collaborative, avoidant, and participant). Academic achievement criteria included thematic block exam scores, final exam scores, and passing grades. Results: Competitive (34.8%) and collaborative (33.7%) were the most frequent learning styles among participants. Competitive learning style was associated with higher mean final exam scores and passing grades. Female students with competitive and collaborative learning styles scored significantly higher than male students. Discussion: Students with competitive learning styles had higher academic achievement than others. Among students with competitive and collaborative styles, there was a gender difference in favor of female students in terms of academic achievement.

show abstract

“…The relatively homogenous population which was surveyed in this study may have tended to have less variety in these factors [19].…”

Section: Limitationmentioning

confidence: 93%

Using VARK Approach for Assessing Preferred Learning Styles of First Year Medical Sciences Students: A Survey from Iran

Peyman

Sadeghifar

Khajavikhan

et al. 2014

JCDR

View full text Add to dashboard Cite

Background: Preferred learning styles of learners are different, which depend on tastes, mentality preparedness, as well as physical condition, in terms of sensory modalities. Identifying and employing appropriate learning styles could play an important role in selecting teaching styles, which can improve education ultimately. Aim:The present study aimed to assess the diversity of learning styles amongst medical students of a medical sciences university which was located west of Iran, in 2010. Methods:A cross-sectional study which employed VARK learning style's questionnaire was done on 141 first year medical sciences students at Ilam University of Medical Sciences in 2010. Data was collected with use of VARK questionnaire. The validity of the questionnaire was assessed on basis of experts' views and its reliability was calculated by using Cronbach's alpha coefficients (α=0.86). Data were analysed by using SPSS software and Chi-square test.Results: Overall, 41.6% of the samples preferred to use a single learning style (Uni-modal). Of these, 17.7% preferred the Aural style, 17% preferred Reading and Writing, 6.4% preferred Kinesthetic style and 0.7% preferred Visual styles. Among the rest of the 82 students who preferred more than one style (multimodal), 17% chose two modes (bimodal), 13.5% chose three modes (tri-modal), and 27.6% chose four modes (quad-modal). There was a significant difference between educational levels and majors on one hand and choice of quad modal of VARK styles on the other hand (p=0.008). A significant association was also found between participants' genders and selection of visual and reading/writing styles (p=0.03).

show abstract

Does gender influence learning style preferences of first-year medical students?

Cited by 163 publications

References 25 publications

Using Breakout Groups as an Active Learning Technique in a Large Undergraduate Nutrition Classroom at the University of Guelph

Using Breakout Groups as an Active Learning Technique in a Large Undergraduate Nutrition Classroom at the University of Guelph

Learning Styles, Academic Achievement, and Gender in a Medical School Setting

Using VARK Approach for Assessing Preferred Learning Styles of First Year Medical Sciences Students: A Survey from Iran

Contact Info

Product

Resources

About