The effect of learning styles and study behavior on success of preclinical students in pharmacology

Abstract

Objectives:To evaluate the effect of learning styles and study behaviors on preclinical medical students’ pharmacology exam scores in a non-Western setting.Materials and Methods:Grasha–Reichmann Student Learning Study Scale and a modified Study Behavior Inventory were used to assess learning styles and study behaviors of preclinical medical students (n = 87). Logistic regression models were used to evaluate the independent effect of gender, age, learning style, and study behavior on pharmacology success.Results:Collaborative (40%) and competitive (27%) dominant learning styles were frequent in the cohort. The most common study behavior subcategories were study reading (40%) and general study habits (38%). Adequate listening and note-taking skills were associated with pharmacology success, whereas students with adequate writing skills had lower exam scores. These effects were independent of gender.Conclusions:Preclinical medical students’ study behaviors are independent predictive factors for short-term pharmacology success.

Evaluation of a Product-Centered Learning Behaviors for Adolescent and Adult Learners Using a Validated Learning Behavior Questionnaire: A Mixed-Method Analytical Cross-Sectional Study

“…The study by Halil Asci et al in 2016 studied the correlations across study behaviors and learning styles and found that collaborative learning can improve students' understanding of pharmacological principles. However, gender does not seem to have any significant effect on these associations in the said group [10]. The finding of our study is in agreement with the results of the abovementioned studies wherein no correlation was found with gender.…”

Süleyman Demirel Üniversitesi Tıp Fakültesi Dönem-3 Öğrencilerinin Farmakoloji Eğitimine Etki Eden Faktörlerin İncelenmesi

“…Öğrencilerin çalışma davranışları ve öğrenme stillerinde çeşitli farklılıklar olabilmektedir (7). Fakültemizde yapılan ve 2016 tarihinde yayınlanan farmakoloji dersi ile ilgili bir çalışmada, dinleyerek ve not alarak ders çalışan öğrencilerin, farmakoloji sınavından yüksek notlar aldıkları gösterilmiştir (8). Bu çalışmada da benzer olarak, öğrencilerin farmakoloji dersi çalışma stratejileri arasında not tutma, özet çıkarma, yazarak çalışma gibi aktivitelerin ön planda olduğu görülmüştür.…”

“…Çalışmamızın veri analizinde Miles ve Huberman Modeli uygulandı (8). Aşkın gerçekçilik olarak isimlendirilen bu yaklaşımın 3 bileşeni bulunmaktadır.…”

A study on the feedback of the second professional MBBS students of Jawaharlal Nehru Institute of Medical Sciences, Manipur, India on the teaching - learning methodologies in pharmacology

“…6,7 Students wish to learn the topics in the following orders general pharmacology, ANS, CVS, chemotherapy because the knowledge of the topics is essential in future and the least favourite topics are autacoids, GIT, respiratory, diuretics which are mandatory. 4 Therefore, more efforts are required to make the latter topics interesting for the students.…”

“…[1][2][3] The methodologies of teaching learning that the Department follows need to be assessed periodically so as to improve the methods of teaching. 4 Therefore, the student feedback along with perception of the teaching-learning of the students represents the primary means for the programmers/teachers to assess the quality of their methodologies of teaching with merits and demerits. 5 The objective of this study was to assess the likes and dislikes of the students about the present teaching learning methodologies and also to find out the good teaching learning methods for the rapidly updating subject.…”