Learning Approaches in a Traditional Curriculum at Senior Student Level May be Responsive to Practice-Based Learning in the Primary Care Setting

Kegels, Erik; Vandekerckhove, Marie; Remmen, Roy; Gijbels, David; Petegem, Peter Van

doi:10.1080/14739879.2008.11493741

Cited by 3 publications

(3 citation statements)

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“…Nevertheless, even the innovative curriculum model environment has reported difficulty in improvement of deep learning. Although some studies report longitudinal shifts to a deeper learning approach after curricular interventions 9,27,28,29 , others found no difference in deep learning approach scores over time 24,30,31 . Chung et al 31 found that deep and strategic scores did not significantly change between years 1 and 4 (clinical year), but the surface mean score decreased in a case-based curriculum.…”

Section: Discussionmentioning

confidence: 99%

“…Research indicated that as students gain more experience, they become less deep learning oriented and more surface 24,25 or adopt a strategy of teacher-directed learning 26 . Although studies reveal that learning approach scores shift towards deep and strategic learning in postgraduate years, when students undertake real patient cases 27,39 , there are not sufficient research concerning this change. Therefore, identifying and monitoring the learning approaches of medical students and investigating how their use of learning approaches differs over the years is important.…”

Section: Introductionmentioning

confidence: 99%

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Learning approach preferences of medical students in different grades

Turan

Beyaztaş

Onan

et al. 2020

Cukurova Medical Journal

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In order to support medical students' learningthe manner in which their learning occurs-the quality and development of the learning process needs to be better understood. This research aims to determine the learning approaches preferred by medical school students and the changes that occur over time. Materials and Methods: A Cross-sectional study was applied, including in the follow-up study. The study group comprised first-year students enrolled at Hacettepe University Faculty of Medicine from 2011 to 2015 (n = 2714). The follow-up study was conducted in May 2016. This time 1195 students participated. The "Learning Approaches and Study Skills Scale" (ASSIST) was utilized. The scores of the students' learning approaches in the first year were compared to examine the changes in the learning approaches they preferred in the research over the years. In addition, students' first and second scores were compared. Results: Participation rate of the study was 80%. Students who completed the ASSIST both times (n = 1195) resulted in a response rate of 55%. Learning approaches scores of students between 2011 and 2014 were ranked strategic, deep, and surface learning approaches, respectively. However, in 2015 it was ranked deep, strategic, and surface learning. cohorts. Medical students preferred the strategic learning approach in the first year. Their preference differed in the second assessment. Surface learning scores increased when compared with the first assessment. Conclusion: Learning skills of students should be supported not only in the first year but also throughout the entire teaching period. Strategic and deep learning scores decreased in the second assessment, while the mean score of the surface learning approach increased in all.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Learning approach preferences of medical students in different grades

Turan

Beyaztaş

Onan

et al. 2020

Cukurova Medical Journal

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“…A quasi-experimental study (Kegels et al, 2008) in primary care: the intervention group experienced practice-2.…”

Section: Arguing For Changementioning

confidence: 99%

Learning styles in medical education: a scoping review

Davies-Kabir¹,

Aitken²

2021

MedEdPublish

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The literature on learning styles is conflicting. Systematic reviews over the past 10 years have found no benefit to their use in education, but positive mentions of learning styles continue to be prevalent in the literature, and the clinician looking to expand their understanding of learning and teaching can easily miss the few critical articles that exist. We aimed to find out exactly how learning styles are interpreted and discussed in the medical education literature. MethodsWe conducted a scoping review, using the Arksey and O'Malley framework, to "map" the literature; producing an overview of the research area and its key concepts, without restrictions about the type or quality of study included Results176 studies were included in the final analysis, of which only 28 expressed any reservations about learning styles. Publications in 2015 were double that of 2008 and came from every continent of the world. 122 studies stated as fact that different students have different learning styles, and 67 studies, that teaching should be matched to learning style. In only approximately half of these was this assertion supported by reference to another source. This positive view was maintained in many cases despite researchers' own findings to the contrary. ConclusionsLearning styles persist in the medical education literature, despite a lack of evidence to support their use and are often discussed as a scientific fact. The volume of work that mentions learning styles as an accepted fact inspires further work, which then plays its part in reinforcing acceptance of the theory. This uses time and money that could more usefully be spent researching other topics. Sometimes learning styles are used as a reason to advocate for a move to a more varied, student-centred curriculum, which results in good outcomes for the students despite the questionable theoretical argument for the change. This scoping review presents a critical review of the use of

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