Changes in Personality and Learning Styles for First Year Medical Students

2011 ◽  
Vol 21 (3) ◽  
pp. 200-202 ◽  
Author(s):  
Nicole J. Borges ◽  
Dean X. Parmelee
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
First Year ◽  
First Year Medical Students

scholarly journals Study on learning styles of first year medical students attending CBME curriculum at a medical college of Bihar

2021 ◽  
Vol 8 (1) ◽  
pp. 65-68
Author(s):  
Chandra Kiran ◽  
Nimisha Madhu ◽  
Rajendra Prasad ◽  
Suman Kumari ◽  
Ramanuj Singh ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
First Year ◽  
Medical College ◽  
First Year Medical Students

First-year medical students prefer multiple learning styles

2006 ◽  
Vol 30 (1) ◽  
pp. 13-16 ◽  
Author(s):  
Heidi L. Lujan ◽  
Stephen E. DiCarlo
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Visual Learning ◽  
Individual Preference ◽  
Single Mode ◽  
First Year ◽  
Information Presentation ◽  
Auditory Learning ◽  
Treat All ◽  
First Year Medical Students

Students have preferences for the ways in which they receive information. The visual, auditory, reading/writing, kinesthetic (VARK) questionnaire identifies student's preferences for particular modes of information presentation. We administered the VARK questionnaire to our first-year medical students, and 166 of 250 students (66%) returned the completed questionnaire. Only 36.1% of the students preferred a single mode of information presentation. Among these students, 5.4% preferred visual (learning from graphs, charts, and flow diagrams), 4.8% preferred auditory (learning from speech), 7.8% preferred printed words (learning from reading and writing), and 18.1% preferred using all their senses (kinesthetics: learning from touch, hearing, smell, taste, and sight). In contrast, most students (63.8%) preferred multiple modes [2 modes (24.5%), 3 modes (32.1%), or 4 modes (43.4%)] of information presentation. Knowing the students preferred modes can 1) help provide instruction tailored to the student's individual preference, 2) overcome the predisposition to treat all students in a similar way, and 3) motivate teachers to move from their preferred mode(s) to using others.

scholarly journals Learning styles of first year medical students of the National University of Asunción, Paraguay

2018 ◽  
Vol 51 (2) ◽  
pp. 27-36
Author(s):  
Julio Torales ◽  
Iván Barrios ◽  
Jorge Villalba-Arias ◽  
Cinthia Camacho ◽  
José Gómez-Cantore ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
First Year ◽  
National University ◽  
First Year Medical Students

scholarly journals Perception of the learning strategies and the learning styles among first year medical students: a cross sectional survey

2013 ◽  
Vol 7 (1) ◽  
pp. 14
Author(s):  
Vipula Rasanga Bataduwaarachchi ◽  
Muditha Madhuwanthi Dissanayake ◽  
Sharmila Thillainathan ◽  
Rohan Wass Jayasekara
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Strategies ◽  
First Year ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
First Year Medical Students

scholarly journals Learning Styles of Undergraduate Medical Students

2018 ◽  
Vol 59 (2) ◽  
Author(s):  
Michelle Cortés Barré ◽  
Javier Francisco Gullén Olaya
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Effective Learning ◽  
Learning Style Inventory ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
First Year Medical Students

<strong>Introduction: </strong>According to the experiential learning theory, each person develops a learning style that characterizes his/her preferred way to acquire and transform experiences to create knowledge. The objective of this study was to identify the learning styles of undergraduate medical students. <strong>Methods: </strong>The Kolb Learning Style Inventory was applied to first-year medical students at the Pontificia Universidad Javeriana (Bogotá, Colombia) during the second period of 2009. <strong>Results: </strong>204 students completed the questionnaire (the average age was 18.5 years; 55% were women). Students preferred the abstract styles of learning, including assimilating (47%) and converging (27%) styles. <strong>Conclusions: </strong>Having information about medical students learning style preferences can help educators to design teaching strategies that promote a more effective learning. Teachers should provide a variety of learning contexts to stimulate the strengthening of their abilities.

Learning styles of first-year medical students attending Erciyes University in Kayseri, Turkey

2007 ◽  
Vol 31 (2) ◽  
pp. 158-160 ◽  
Author(s):  
Zeynep Baykan ◽  
Melis Naçar
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
First Year ◽  
Learning Approaches ◽  
Turkish Version ◽  
First Semester ◽  
Significant Difference ◽  
Visual Learners ◽  
First Year Medical Students

Educational researchers postulate that every individual has a different learning style. The aim of this descriptive study was to determine the learning styles of first-year medical students using the Turkish version of the visual, auditory, read-write, kinesthetic (VARK) questionnaire. This study was performed at the Department of Medical Education of Erciyes University in February 2006. The Turkish version of the VARK questionnaire was administered to first-year medical students to determine their preferred mode of learning. According to the VARK questionnaire, students were divided into five groups (visual learners, read-write learners, auditory learners, kinesthetic learners, and multimodal learners). The unimodality preference was 36.1% and multimodality was 63.9%. Among the students who participated in the study (155 students), 23.3% were kinesthetic, 7.7% were auditory, 3.2% were visual, and 1.9% were read-write learners. Some students preferred multiple modes: bimodal (30.3%), trimodal (20.7%), and quadmodal (12.9%). The learning styles did not differ between male and female students, and no statistically significant difference was determined between the first-semester grade average points and learning styles. Knowing that our students have different preferred learning modes will help the medical instructors in our faculty develop appropriate learning approaches and explore opportunities so that they will be able to make the educational experience more productive.

scholarly journals Assessing the Learning Style of Medical Students in Shahid Beheshti University of Medical Sciences by using VARK Approach

2021 ◽  
Author(s):  
Lida Shams ◽  
Shahram Yazdani ◽  
Taha Nasiri ◽  
Jamil Sadeghifar ◽  
Sara Shahbazi
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Analytical Study ◽  
Visual Learning ◽  
First Year ◽  
Medical Sciences ◽  
Significant Difference ◽  
The University ◽  
First Year Medical Students

Abstract Background Extensive factors affect students' learning such as their learning style, the identification of which is considered as important in solving the problems and shortcomings of educational system in the current situation. The present study aimed to determine the learning style of first-year medical students in the Shahid Beheshti University of Medical Sciences in 2018.Methods In the present descriptive and analytical study, 111 first-year medical students at the university were included through census method. The data were collected by using VARK learning style standard questionnaire and analyzed using SPSS16 software based on the questionnaire guide.Results Most students had a multi-modal learning style (52%) although no significant difference was observed between preferring single- and multi-model styles. Among the multi-modal learning styles, bi-modal style was more applied by subjects (21.62%). In addition, aural and visual learning styles were determined as the most (20, 37.74%) and least (8, 15.09%) frequent styles preferred by students, respectively.Conclusion Due to the preference of most students to use multimodal styles, medical instructors should highlight the diversity of learners' learning styles and select appropriate methods for students' learning.

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