Learning styles of medical students, general surgery residents, and general surgeons: implications for surgical education

Engels, Paul T.; Gara, Chris de

doi:10.1186/1472-6920-10-51

Cited by 123 publications

(92 citation statements)

References 15 publications

(28 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…1 These have been evaluated in the literature by several different disciplines including engineering, pharmacy, nursing, allied health, and others. [2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17] Learning style instruments include the Kolb Learning Style Inventory, 18 Honey and Mumford's Learning Style Questionnaire, 19 and the commonly used Myers-Briggs Type Indicator. 20 Of the instruments available, few have been validated or based on sound educational theory.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Preceptor and Student Learning Styles on Experiential Performance Measures

Robles

Cox

Seifert

2012

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objectives. To identify preceptors' and students' learning styles to determine how these impact students' performance on pharmacy practice experience assessments. Methods. Students and preceptors were asked to complete a validated Pharmacist's Inventory of Learning Styles (PILS) questionnaire to identify dominant and secondary learning styles. The significance of "matched" and "unmatched" learning styles between students and preceptors was evaluated based on performance on both subjective and objective practice experience assessments. Results. Sixty-one percent of 67 preceptors and 57% of 72 students who participated reported "assimilator" as their dominant learning style. No differences were found between student and preceptor performance on evaluations, regardless of learning style match. Conclusion. Determination of learning styles may encourage preceptors to use teaching methods to challenge students during pharmacy practice experiences; however, this does not appear to impact student or preceptor performance.

show abstract

Section: Introductionmentioning

confidence: 99%

The Impact of Preceptor and Student Learning Styles on Experiential Performance Measures

Robles

Cox

Seifert

2012

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

“…Ils sont ainsi assez comparables aux étudiants pakistanais étu-diés par Danich et Awan, chez qui prédominait éga-lement le style accommodateur [17] (54,6 %), mais ils se distinguent de ceux de l'étude d'Engels et Gara [18] , qui concluait à une prépondérance du style assimilateur (40 % des étudiants en médecine de l'Université d'Alberta), de ceux de l'étude de Gurpinar et al [19] où le style divergent était prédominant (47,7 % des étudiants de première année d'une université turque) et de ceux de l'étude nord-américaine de Chapman et Calhoun [2] , qui étaient plutôt de style abstrait et actif. Nos étudiants privilégiaient ainsi l'action guidée par l'intuition plutôt que l'analyse logique.…”

Section: Discussionunclassified

Les styles d’apprentissage des étudiants de la faculté de médecine de Sousse (Tunisie)

et al. 2013

View full text Add to dashboard Cite

Résumé -Contexte : Le style d'apprentissage semble jouer un rôle dans le choix de l'approche d'apprentissage prometteuse de succès. Ainsi, il pourrait être opportun que les éducateurs cherchent à identifier les styles d'apprentissages des étudiants et à y adapter leurs dispositifs péda-gogiques. But : Décrire les styles d'apprentissage des étudiants de la faculté de médecine de Sousse (Tunisie). Sujets et méthodes : Une étude descriptive de nature transversale a été menée auprès de cinq promotions d'étudiants de la Faculté de médecine de Sousse au cours de l'année universitaire 2009-2010. L'instrument de mesure utilisé était l'Inventaires des Styles d'Apprentissage du Laboratoire d'Enseignement Multimédia -ISALEM 97, développé par l'Université de Liège, qui suggère l'existence de quatre styles d'apprentissage. Résultats : Huit cent cinquante six étudiants ont participé à l'étude pour un total de 1043 (taux de réponse : 82 %). Le style prédominant était le style intuitif-pragmatique dans 40 % des cas, suivi du style méthodique-pragmatique dans 28 % des cas. La dimension de transformation de l'expérience différait significativement selon le sexe. L'analyse en composantes principales confirme la structure bidimensionnelle de l'ISALEM 97. Les coefficients de Cronbach étaient ≥ 0,72. Conclusion : Les étudiants de la faculté de médecine de Sousse ont plutôt un style intuitif-pragmatique ; ils recourent à l'intuition pour la saisie des concepts et ont tendance à les appliquer dans de nouvelles expériences pour résoudre les problèmes. Ce profil ne change pas tout au long des années d'études médicales mais différent légèrement en fonction du sexe. Abstract -Context:Learning style appears to play a significant role in choosing a successful learning approach. The teachers' role is to identify and adapt the teaching techniques to their student's styles. Goal: Describing the learning styles of medical students at the faculty of medicine of Sousse (Tunisia). Subjects and methods: A descriptive cross-sectional study was conducted among five cohorts of students from the faculty of medicine of Sousse during RECHERCHE ET PERSPECTIVES

show abstract

“…A previous study has also shown that high achievers approach the teacher to explain parts of the lessons they do not understand. 4 In a study by Engels and de Gara, 5 it was observed that medical students followed the assimilatory learning style of the Kolb learning style inventory. Essentially, people following this learning style enjoyed creating theoretical models and placed importance in theory and logic, and are less interested in people and more concerned with abstract concepts.…”

Section: Discussionmentioning

confidence: 99%

Identifying learning techniques among high achievers

Shanmukananda¹,

Padma²

2013

Int J Basic Clin Pharmacol

View full text Add to dashboard Cite

a INTRODUCTIONStudying medicine is very stressful and challenging because of the sheer volume of learning, in addition to dealing with human lives. Because of these, students have very less opportunity to relax and involve in recreational activities.1 All this can result in anxiety and depression, impaired concentration and judgment, and loss of selfesteem. 2In addition to the academic pressure, medical students also have to deal with the uncertainty of the future and the pressure to excel in their careers. 3 In addition, for students who have been reasonably good in academics in school, getting mediocre scores as a medical undergraduate is often unfathomable. This further has a bearing on their quality of life. So, the learning techniques of these students are an important aspect towards their achieving academic success in medical school, as well as professional success, later as physicians.It is well-known that in spite of being exposed to the same teaching modalities in the class rooms and in spite of adopting seemingly similar learning strategies, some students perform much better than their peers. This can be evaluated in the form of better academic performance in the formative assessments they undertake.Information on the learning techniques of medical students are lacking in medical colleges in India. These techniques may be associated with student understanding and may predict success in examination. The present study was carried out to identify high achievers in ABSTRACT Background: In every college, it is noticed that in spite of being exposed to the same teaching modalities and adopting seemingly similar strategies, some students perform much better than their peers. This can be evaluated in the form of better academic performance in the internal assessments they undertake. This project is an endeavor to identify the learning techniques among high achievers which they employ to outperform others. We can also suggest the same to the medium and low achievers so that they can improve their academic performance. This study was conducted to identify different learning techniques adopted by high achievers and suggesting the same to medium and low achievers. Methods: After obtaining clearance from the institutional ethics committee, the high achievers were identified by selecting the upper third of the students in the ascending order of marks obtained in the consecutive three internal assessments in three consecutive batches. The identity of the students was not revealed. They were then administered an open ended questionnaire which addressed relevant issues. The most common and feasible techniques will be suggested to the medium and low achievers. Results: The respondents' (n=101) replies were analyzed by calculating the percentages of responses, and assessing based on that, which were the most frequently adapted techniques by these high achievers Conclusions: High-achievers have a diligent study pattern; they not only study regularly, but also involve in group discussions and approach their teachers when i...

show abstract

Learning styles of medical students, general surgery residents, and general surgeons: implications for surgical education

Cited by 123 publications

References 15 publications

The Impact of Preceptor and Student Learning Styles on Experiential Performance Measures

The Impact of Preceptor and Student Learning Styles on Experiential Performance Measures

Les styles d’apprentissage des étudiants de la faculté de médecine de Sousse (Tunisie)

Identifying learning techniques among high achievers

Contact Info

Product

Resources

About