Relação entre estilos de aprendizagem e rendimento acadêmico dos estudantes do quinto ano de medicina

Pellón, Mario; Nome, Sandra; Arán, Angélica

doi:10.1590/s0034-72802013000300008

Cited by 10 publications

(6 citation statements)

References 7 publications

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“…Similarly, Pellon et al . mentioned that students with the best grades usually adopt the kinesthetic learning styles [ 33 ]. Moreover, Akbar and Nasution identified a relationship between learning styles and the GPA of their students [ 2 ].…”

Section: Discussionmentioning

confidence: 99%

Learning style preference and the academic achievements of medical students in an integrated curriculum

Aboregela

2023

JMedLife

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Understanding how individuals learn best, known as learning style, is integral to optimizing educational outcomes. This analytical study was conducted among students in their fourth year who finalized their problem-based activities at the College of Medicine, University of Bisha, Saudi Arabia. The visual, aural, read/write, and kinesthetic (VARK) model was adopted to assess individual differences in learning preferences and their correlation with academic achievement in the problem-based learning (PBL)-dependent curriculum. The online self-administered survey was completed by 64 students with a response rate of 79%. Of these, 63.5% were men and 36.5% were women, with a mean age of 21.9 years and a grade point average (GPA) of 3.83. Analysis of learning style distribution revealed that 34.9% preferred visual, 54% preferred auditory, 17.5% preferred read/write, and 90.5% preferred kinesthetic styles. Also, combined learning modalities revealed that 14.3% preferred unimodal, 74.6% bimodal, and 11.1% trimodal approaches. The most frequent unimodal approach was kinesthetic, while auditory/kinesthetic and visual/auditory/kinesthetic were the predominant bimodal and trimodal preferences. No significant differences in GPA were found among students with different selective learning styles or combined learning modalities, as determined by one-way ANOVA and chi-square tests. Spearman's rho correlation revealed a positive correlation between the learning modality and the auditory style ( P < 0.001). Also, a negative correlation was identified between reading/writing versus kinesthetic and auditory versus visual learning styles ( P = 0.001). However, no significant correlations were identified between grades or GPA and specific learning styles. It can be concluded that the integrated PBL-dependent curriculum adopted at the College of Medicine, University of Bisha, is a suitable teaching modality satisfying different learning styles, but continuous monitoring is crucial.

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Section: Discussionmentioning

confidence: 99%

Learning style preference and the academic achievements of medical students in an integrated curriculum

Aboregela

2023

JMedLife

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“…The findings of this study are in accordance with those of the research carried out by Pellón et al (2013) in which students adopting kinesthetic learning styles tended to have the best grades. 38 Furthermore, the results revealed that the most common personality traits among the medical students were agreeableness and openness. Students who are high in openness are abstract thinkers.…”

Section: Relation With Academic Achievementmentioning

confidence: 97%

Influence of Personality Traits and Learning Styles on Undergraduate Medical Students’ Academic Achievement

Abouzeid¹,

Fouad²,

Wasfy³

et al. 2021

AMEP

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Purpose: Learning focus has shifted from conventional teacher-centered to student-centered; therefore, methods used to support and encourage learners must be considered. Meanwhile, the individual differences between learners should be taken into consideration by medical educators. Aiming to achieve a better learning experience, the current study investigates the relationship between personality traits and learning styles and their effect on students' academic achievement. Subjects and Methods: An analytical, cross-sectional study, encompassing a sample of 333 undergraduate first-year medical students, at the Faculty of Medicine, Suez Canal University in Egypt was conducted. The Big Five personality traits test and VARK learning styles questionnaires were used to assess students' personality traits and learning styles, respectively, in the medical education module which is a part of the Foundation II module. The former is five weeks' duration and is followed by a summative exam at the end. Students' academic achievement was determined from their grades in Foundation II module by the end of the semester. Results: Study findings generally indicate that the highest domain of learning styles among students is the kinesthetic domain. A statistically significant difference between males and females regarding their learning style preferences was detected. Also, there was a statistically significant relationship between auditory and kinesthetic learning styles and academic achievement. Though there was a significant relationship between kinesthetic learning style with both openness traits and academic achievement, no significant statistical relationship was found between any of the personality traits and academic achievement. Conclusion:This study concludes that learning style could affect students' academic achievement. It reveals that the kinesthetic learning style is the most preferred learning style among our medical students, also the agreeableness and openness traits were the most common personality traits among them. No significant relationship was detected between personality traits and academic achievement.

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“…De acordo com inúmeros trabalhos (Alves, Quaresma & Nascimento, 2020, Aguiar;Fechine & Costa, 2020;Amaral & Silveira, 2015;Catholico & Oliveira Neto, 2009;Oliveira;Santos & Scacchetti, 2016;. Fonseca;Amodeo Bueno & Cardoso, 2013;Negreiros;da Silva & Lima, 2017;Pellón;Nome & Arán, 2013;Penner;Almeida & Mendonça, 2020;Pereira & Vieira Junior, 2013), esses estilos indicam a maneira preferida, individual e habitual com que os aprendizes organizam e representam novas informações durante o processo de aprendizagem. Ao tomar consciência que cada estudante tem um EA característico, os docentes tornam-se capazes de promover um ensino utilizando estratégias que promovam um aprendizado mais eficaz (Fernandes, Benitti & Cunha, 2013).…”

Section: Os Estilos De Aprendizagemunclassified

Uso do Novo ILS (New Index of Learning Styles) para determinar os Estilos de Aprendizagem de discentes e docentes do Ensino Médio

Duarte

Nascimento

2021

RSD

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Os Estilos de Aprendizagem (EA) refletem as preferências dos indivíduos e o conhecimento desses perfis possibilitam que o docente intervenha e use diferentes estratégias metodológicas favorecendo os processos de ensino e aprendizagem. O presente estudo teve como objetivo determinar os diferentes estilos de aprendizagem de estudantes, afim de categorizar e verificar as principais características da amostra para assim propor possíveis estratégias a serem utilizadas pelos professores. Utilizando o instrumento N-ILS, cuja proposta teórica define 16 diferentes perfis comportamentais, foi feito um mapeamento dos estilos de aprendizagem de 226 estudantes e 8 professores do ensino médio (1° ao 3° ano) em maio de 2021. Nesta pesquisa foi possível verificar que existem estudantes com diferentes EA e, também, diferentes níveis de preferência dentro dos polos. Além disso, observou-se que a maioria dos estudantes do ensino médio apresentam o seguinte estilo de aprendizagem: sensoriais (79,65%), visuais (56,19%), reflexivos (57,08%) e sequenciais (71,24%). Já os professores em sua maioria são: sensoriais, visuais ou verbais, ativos e sequenciais. Considera-se que a aprendizagem voltada às preferências do aluno favorece seu entendimento dos conteúdos, porém o docente deve saber como equilibrar suas metodologias de ensino quando necessário, para que eles possam adquirir diferentes habilidades. O conhecimento do perfil dos alunos traz benefícios para eles próprios, professores, escola e as futuras empresas, que receberão profissionais que desenvolveram suas capacidades de aprendizagem.

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Relação entre estilos de aprendizagem e rendimento acadêmico dos estudantes do quinto ano de medicina

Abstract: ABSTRACT

Cited by 10 publications

References 7 publications

Learning style preference and the academic achievements of medical students in an integrated curriculum

Learning style preference and the academic achievements of medical students in an integrated curriculum

Influence of Personality Traits and Learning Styles on Undergraduate Medical Students’ Academic Achievement

Uso do Novo ILS (New Index of Learning Styles) para determinar os Estilos de Aprendizagem de discentes e docentes do Ensino Médio

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