Instruments to evaluate undergraduate healthcare student learning styles globally: A scoping review

Campos, Daniel Gonçalves; Silva, Juliany Lino Gomes; Jarvill, Melissa; Rodrigues, Roberta Cunha Mathes; Oliveira‐Kumakura, Ana Railka de Souza

doi:10.1016/j.nedt.2021.105141

Cited by 3 publications

(2 citation statements)

References 56 publications

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“…Ao lado dos resultados conflitantes ou negativos sobre as relações entre estilos de aprendizagem e desfechos de sucesso ou insucesso no desempenho acadêmico, é possível ainda apontar como dificuldade nesse campo de estudo a existência de mais de dez modelos distintos, nem sempre convergentes, de estilos 5 . A maioria dos modelos de estilos de aprendizagem tem os seus correspondentes instrumentos de caracterização deles na população estudantil, mas as evidências concretas da qualidade deles em termos de validade e confiabilidade são escassas 26 .…”

Section: Estilos De Aprendizagemunclassified

Estilos de aprendizagem de estudantes de graduação de diferentes profissões da saúde de uma instituição

Cognuck

Flauzino

Elias

et al. 2023

Rev. bras. educ. med.

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Resumo: Introdução: O conceito de estilo de aprendizagem deriva de teorias que consideram que as pessoas aprendem de maneiras diversas e que esse processo é melhor quando as estratégias de ensino e aprendizagem adotadas no ambiente escolar são mais compatíveis com algumas das suas características. Objetivo: Este estudo teve como objetivos determinar, em estudantes ingressantes na mesma instituição de ensino superior, em vários cursos de graduação na área da saúde, a frequência dos diferentes estilos de aprendizagem, categorizados segundo as quatro dimensões do referencial de Felder e Soloman (FS), e detectar eventuais diferenças associadas ao tipo de curso e ao gênero. Método: A população de estudo (N = 283; 190 mulheres) foi composta por ingressantes dos cursos de Medicina, Ciências Biomédicas, Fisioterapia, Fonoaudiologia, Nutrição e Metabolismo e Terapia Ocupacional, com 68,2% deles com idade entre 18 e 20 anos. Os estudantes responderam a um questionário de caracterização sociodemográfica e ao Inventário de Estilos de Aprendizagem (ILS) de FS, que permitiu determinar as frequências dos vários estilos de aprendizagem e as suas relações com o tipo de curso de graduação e o gênero. Resultado: No conjunto de estudantes, houve predomínio dos estilos de aprendizagem “sensorial”, “visual”, “reflexivo” e “sequencial” nas dimensões “percepção”, “entrada”, “processamento” e “compreensão” da informação, respectivamente. Não houve, em nenhuma das dimensões, diferença estatisticamente significativa quanto aos estilos de aprendizagem que pudesse ser associada ao tipo de curso e ao gênero, embora as mulheres tenham apresentado significativo predomínio do estilo “reflexivo” na dimensão do “processamento”. Conclusão: Não foi possível estabelecer diferenças significativas entre os vários cursos de graduação das profissões da saúde, nem entre homens e mulheres, quanto aos estilos de aprendizagem predominantes nos estudantes, embora as mulheres tenham apresentado frequência significativamente maior do estilo reflexivo. Esses achados devem ser levados em consideração no planejamento das atividades de aprendizagem e, principalmente, no apoio pedagógico, dando oportunidade aos estudantes de conhecer os seus estilos de aprendizagem e ajudando-os a se adaptar melhor às estratégias empregadas em cada instituição.

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Section: Estilos De Aprendizagemunclassified

Estilos de aprendizagem de estudantes de graduação de diferentes profissões da saúde de uma instituição

Cognuck

Flauzino

Elias

et al. 2023

Rev. bras. educ. med.

View full text Add to dashboard Cite

show abstract

“…Together with the conflicting or negative results on the relationships between learning styles and success or failure outcomes in academic performance, it is also possible to point out the existence of more than 10 different models, which are not always convergent, of learning styles as a difficulty in this field of study 5 . Most models of learning styles have their corresponding instruments for characterizing them in the student population, but concrete evidence of their quality, in terms of validity and reliability, is scarce 26 .…”

Section: Learning Stylesmentioning

confidence: 99%

Learning styles of health professions undergraduate students from a single institution

Cognuck

Flauzino

Elias

et al. 2023

Rev. bras. educ. med.

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Introduction: The concept of “learning styles” derives from theories postulating that students learn by following diverse pathways and that learning is more effective when the adopted teaching strategies more closely match specific student characteristics and learning preferences. Objectives: To determine, in first-year students attending different undergraduate courses in the health area at the same higher education institution, the frequency of different learning styles, categorized according to the four dimensions of Felder & Soloman (FS) model, and to detect any differences associated with the type of course and gender. Method: The study population (N=283; 190 women) consisted of first-year students attending the Medicine, Biomedical Sciences, Physical Therapy, Speech-Language Pathology, Nutrition and Metabolism, and Occupational Therapy courses, with 68.2% of them aged between 18 and 20 years. The students answered a sociodemographic characterization questionnaire and the FS Index of Learning Styles (ILS) questionnaire, which allowed determining the frequencies of the different learning styles and their associations with the type of undergraduate course and gender. Results: the student group showed a predominance of “Sensory”, “Visual”, “Reflective” and “Sequential”, learning styles, in the “Perception”, “Input”, “Processing” and “Understanding” dimensions of learning, respectively. There was no statistically significant difference in terms of learning styles, in any of the dimensions, that could be associated with the type of course and gender, although women showed a significant predominance of the “Reflective” style in the “Processing” dimension. Conclusion: It was not possible to establish significant differences between the different undergraduate courses in the health area, or between men and women, regarding the students’ predominant learning styles, although women showed a significantly higher frequency of the Reflective style. These findings must be considered when planning learning activities and, mainly, in pedagogical support, giving students the opportunity to learn about their learning styles and helping them to better adapt to the strategies employed in each institution.

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The Effect of Training According to Students' Learning Styles on Their Ability to Make Nursing Diagnoses: A Quasi-Experimental Study

Kurtgöz,

Keskin,

Keskin Kızıltepe

2024

Journal of Nursology

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Objective: This study was conducted to evaluate the effect of training according to students’ learning styles on their ability to make nursing diagnoses. Methods: The study was conducted as a one-group quasi-experimental study with pre and post-test design between April and September 2022. The research was carried out with 63 second-year students studying in the nursing department of a public university. The participants’ learning styles were identified using the VARK Learning Styles Inventory. The Case Diagnosis Form (pre-test) was applied to the participants and they were asked to determine the nursing diagnoses related to the case example. They were divided into groups according to their learning styles. They were trained on the nursing diagnoses and diagnosing process according to their learning styles. Three weeks after the training, the Case Diagnosis Form was applied to them again (post-test). Results: It was found that 71.4% of students had multiple learning styles, 74.6% had problems applying the nursing process, and 73% had problems determining nursing diagnoses. It was determined that the post-test mean scores of the participants increased significantly after the trainings compared to the pre-test mean scores (P.05). Conclusion: The training students according to their learning styles improved their ability to make nursing diagnoses. Taking into account the learning styles of students and using different teaching strategies in their education in line with this can help improve students' ability to make nursing diagnoses.

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Instruments to evaluate undergraduate healthcare student learning styles globally: A scoping review

Cited by 3 publications

References 56 publications

Estilos de aprendizagem de estudantes de graduação de diferentes profissões da saúde de uma instituição

Estilos de aprendizagem de estudantes de graduação de diferentes profissões da saúde de uma instituição

Learning styles of health professions undergraduate students from a single institution

The Effect of Training According to Students' Learning Styles on Their Ability to Make Nursing Diagnoses: A Quasi-Experimental Study

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