Changes in Learning Approaches Between Medical Students and Post-Graduates: A Mixed Method Study (original) (raw)
Related papers
The predominant learning approaches of medical students
BMC medical education, 2018
Background: By identifying medical students' learning approaches and the factors that influence students' learning approaches, medical schools and health care institutions are better equipped to intervene and optimize their learning experience. The aims of our study is to determine the predominant learning approach amongst medical students on a clinical posting in a hospital in Singapore and to examine the demographic factors that affect their learning approach. Methods: The Approaches and Study Skills Inventory for Students (ASSIST) questionnaire was administered to 250 medical students from various medical schools on clinical attachment to the Obstetrics and Gynaecology (O&G) department of KK Women's and Children's Hospital (KKH) Singapore between March 2013 and May 2015 to determine students' predominant learning approaches. Multinomial logistic regression was used to examine the association between demographic factors (age, gender and highest education qualification) and predominant learning approach. A cutoff of p < 0.05 was used for statistical significance. Results: Amongst 238 students with one predominant learning approach, 96 (40.3%) and 121 students (50.8%) adopted the deep and strategic approach respectively, whilst only 21 (8.8%) adopted the surface approach. Male students appeared less likely to adopt the strategic learning approach than female students (p value = 0.06). Predominant learning approaches were not influenced by demographic characteristics such as age, gender and highest educational qualifications. Conclusions: This study provided insight into the learning approaches of a heterogeneous group of medical students in Singapore. While it is encouraging that the majority of students predominantly utilised the deep and strategic learning approach, there was a significant proportion of students who utilised the surface approach. Interventions can be explored to promote deeper learning amongst these students.
Learning Style Preference of Medical Student in University of Lahore 1 2 3
Objective: The aim of the study was to identify learning styles of medical students and find out gender difference in learning style preference. Study Design: Descriptive cross section study. Place and Duration of Study: This study was conducted at University College of Medicine and Dentistry, Lahore from June to August 2015. rd Materials and Methods: A total of 115 out of 170 students from 3 year MBBS and 32 out of 50 students from 2nd year BDS completed the questionnaire. VARK(visual, auditory, reading/writing, kinesthetic) questionnaire was used to assess preferred learning style of medical students. The validity of the questionnaire was assessed through experts' views and its reliability was calculated by using Cronbach's alpha coefficients (α=0.86). Data were analyzed by using SPSS software. Results: The result indicate that 67 (46%), prefer single learning style, out of these 44(66%) visual, 4(6%) auditory, 7(10%) read/write and 12(18%) prefer kinesthetic. 80 student (54%) select more than one learning style, in which 59(74%)binary learning style, 19(23%) tertiary learning style and 2(3%) prefer quaternary learning style. There is no gender difference in learning style selection. Visual and kinesthetic were the most preferred learning style in both male and female. Conclusion: In the present study the preferred learning styles of medical students were Visual and kinesthetic. Knowledge of learning style of medical student will be help full in teaching, but we will have to assess learning style of other classes of MBBS and BDS as well.
International Journal of Contemporary Medical Research [IJCMR], 2018
Introduction: After finishing schools, students commencing their new journey in medical institution are representative of different strata of society, varying in cultural, ethnical, financial and educational status. This difference is more marked when it comes to an Indian group of islands, where majority of population is constituted by migrants from different states of India. Learning styles are not stable. Students might adopt different styles depending on their subject and their learning environment. Study aimed at assessment of gender preference of learning style and to design a lesson plan that addresses majority of the students. Material and methods: A Cross Sectional study of the 1 st year MBBS student (n=95) was carried out at Andaman and Nicobar islander institutes of medical science, Port Blair. For this study the VARK survey instrument (Version 7.8) questionnaire as a preference learning assessment tool consisting of 16 multiple choice questions (MCQ) was used. The data were analysed with the help of VARK advice to the users of questionnaire and SPSS version 19. Results: This Study showed that, of the total 95 students, 64 (67.36%) were female and 31(32.63%) were male. Bimodal learning style is most preferred 48(50.5%) in which aural and kinaesthetic were most preferred method(16.8%) followed by visual kinaesthetic (13.7%). Sensory modalities differs in female student, they preferred bimodal sensory modalities 40(62.5%) mostly preferred method is Aural kinaesthetic 12(18.75%) followed by visual, kinesthetics 10(15.6%). Male student preferred trimodal sensory modalities 11(35.48%). and visual, read/ write, kinaesthetic is most preferred method but 5(16.1%). Unimodal sensory modalities is less preferred method by the all students11(11.6%). Conclusion: The preferred learning style of the medical students in the present study were multimodal. Aural and Kinaesthetic(AK) is most preferred overall and in the Female. Visual Read/Write, and Kinaesthetic (VRK) in Male. Both male and female have preference for different sensory modalities. So mixed gender classroom allow to give opportunity to learn from each other.
Learning Style Preference of Medical Student in University of Lahore
Journal of Islamic International Medical College, 2016
Objective: The aim of the study was to identify learning styles of medical students and find out gender difference in learning style preference. Study Design: Descriptive cross section study. Place and Duration of Study: This study was conducted at University College of Medicine and Dentistry, Lahore from June to August 2015. rd Materials and Methods: A total of 115 out of 170 students from 3 year MBBS and 32 out of 50 students from 2nd year BDS completed the questionnaire. VARK( visual, auditory, reading/writing, kinesthetic) questionnaire was used to assess preferred learning style of medical students. The validity of the questionnaire was assessed through experts' views and its reliability was calculated by using Cronbach's alpha coefficients (α=0.86). Data were analyzed by using SPSS software. Results: The result indicate that 67 (46%), prefer single learning style, out of these 44(66%) visual, 4(6%) auditory, 7(10%) read/write and 12(18%) prefer kinesthetic. 80 student ...
Predominant learning approaches of medical students in Saudi Arabia
Postgraduate Medical Journal, 2021
Purpose of the study This study aims at identifying the predominant learning approaches by Saudi medical students across Saudi Arabia and assess its possible associations with sociodemographic and educational characteristics. Study design A cross-sectional study design using the Approaches and Study Skills Inventory for Students questionnaire. The questionnaire gives rise to three possible learning approaches; deep, strategic and surface approaches. Bivariate analyses were performed through independent samples t-test and χ 2 tests where appropriate. A multinominal regression analysis was performed to obtain risk estimates and 95% CIs. Results A total of 3767 students participated and were included in the analysis. The predominant learning approach was the deep approach, followed by the strategic and surface approaches (40.59%, 37.81% and 21.60%, respectively). Males and students belonging to private medical schools were more likely to adopt a strategic rather than a deep one (relative risk ratio (RRR) 1.22, 95% CI 1.06 to 1.42 and RRR 1.32, 95% CI 1.05 to 1.65, respectively). Students with an A grade point average (GPA) were less likely to adopt a surface approach, whereas those with a C GPA were more likely to adopt it (RRR=0.67, 95% CI 0.54 to 0.83 and RRR=1.29, 95% CI 1.02 to 1.61, respectively). Conclusion The findings from this study show that medical students predominantly favour the deep learning approach. Results from this study encourage the continuous adaptation of clinical teaching in medical schools to optimise students' learning experiences.
International Journal of Medical Education
Objectives: To assess learning approaches of 1st, 2nd, and 3rd-year medical students by using revised two-factor study process questionnaire, and to assess reliability and validity of the questionnaire. Methods: This cross-sectional study was conducted at the College of Medicine, Riyadh, Saudi Arabia in 2014. The revised two-factor study process questionnaire (R-SPQ-2F) was completed by 610 medical students of both genders, from foundation (first year), central nervous system (second year), medicine and surgery (third year) courses. The study process was evaluated by computing mean scores of two research study approaches (deep & surface) using student's t-test and one-way analysis of variance. The internal consistency and construct validity of the questionnaire were assessed using Cronbach's α and factor analysis. Results: The mean score of deep approach was significantly higher than the surface approach among participants (t(770)=7.83, p= 0.000) for the four courses. The mean scores of deep approach were significantly higher among participants with higher grade point average (F(2,768)=13.31, p=0.001) along with more number of study hours by participants (F(2,768)=20.08, p=0.001). The Cronbach's αvalues of items at 0.70 indicate the good internal consistency of questionnaire used. Factor analysis confirms two factors (deep and surface approaches) of R-SPQ-2F. Conclusions: The deep approach to learning was the primary approach among 1st, 2nd and 3rd-year King Saud University medical students. This study confirms reliability and validity of the revised two-factor study process questionnaire. Medical educators could use the results of such studies to make required changes in the curriculum.
Learning styles of postgraduate and undergraduate medical students
Journal of the College of Physicians and Surgeons--Pakistan : JCPSP, 2013
OBJECTIVE To compare learning styles of undergraduate and postgraduate medical students. STUDY DESIGN Observational, comparative study. PLACE AND DURATION OF STUDY Department of Medical Education, Army Medical College, NUST, Rawalpindi, Pakistan, during February and March 2012. METHODOLOGY A total of 170 students were divided into two equal groups of undergraduate students of Army Medical College, and postgraduate students of Armed Forces Post Graduate Medical Institute, Rawalpindi. Learning Style Questionnaire (LSQ) was used to assess and categorize the participants into Honey and Mumford classification of learning styles. The responses of each student ranging from 'very strong,' 'strong', 'moderate', and 'low' preference towards activist, theorist, reflector and pragmatist learning styles were compiled. The two groups were compared using SPSS version 17, using Fisher's exact test and the chi-square test. A p-value of $lt; 0.05 was considered sig...
Annals of PIMS-Shaheed Zulfiqar Ali Bhutto Medical University
Objectives: The purpose of this study was to evaluate the different styles of learning preferred by undergraduate medical students from 1st to 5th year of Al-Tibri Medical College Karachi Methodology: This was a cross sectional observational study carried out on the undergraduate medical students of Al-Tibri Medical College Karachi from 1st year to 5th year for a period of six months. The sample consisted of 498 participants, distributed across the various academic years: 101 from the first year, 96 from the second year, 101 from the third year, 104 from the fourth year, and 96 from the fifth year. For collecting data, a self-administered and pre-tested questionnaire of VARK learning styles was distributed amongst students. The analysis of data was done using SPSS version 23. Results: From 498 undergraduate medical students included, mean age was 20.93 ± 2.27 years. Mean score for visual learning style was 2.75 ± 2.5, auditory was 3.4 ± 2.1, reading / writing was 3.9 ± 2.8 and kines...
Learning approach preferences of medical students in different grades
Cukurova Medical Journal, 2020
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.
Factors Influencing Medical Students’ Learning Approach in Qatar
Research Square (Research Square), 2021
Background This study investigated the relevance of the two-factor R-SPQ-2F questionnaire designed by Biggs et al for exploring the learning approaches of medical students in Qatar and identify whether factors like gender, year level, and educational attainment in uence student learning. Methods The sample consisted of 108 medical students (44% male, 56% female) from all four years of medical school at Weill Cornell Medicine-Qatar (WCM-Q). Participants completed the 20-item R-SPQ-2F questionnaire to measure their learning approaches through a two-factor structural model that contrasts deep and surface learning. Participants also completed a survey collecting demographic information. Results Statistical analysis revealed signi cant differences in deep learning approaches across year levels for both males and females. Additionally, educational attainment played a signi cant role in learning approach preference. Conclusions Based on structural equation modeling, this cross-veri cation study supports the two-factor R-SPQ-2F instrument and offers additional evidence for its robustness and application to medical education. These ndings may help educational and program leaders in Qatar better understand medical students' learning approaches to enhance their pedagogical practices.