Diş Hekimliği Öğrencilerinin Klinik Öncesi Yıllarda Öğrenme Stillerinin Değerlendirilmesi

Abstract

Amaç: Akdeniz Üniversitesi Diş Hekimliği Fakültesi klinik öncesi yıllardaki diş hekimliği lisans öğrencilerinin öğrenme stillerini değerlendirmek. Gereç ve Yöntem: Araştırma evreni, klinik öncesi yıllardaki tüm lisans öğrencilerinden oluşmaktadır (Yıl 1-3, n = 144). Araştırmaya katılmayı kabul eden ve ankete eksiksiz yanıt veren toplam 122 öğrenci (araştırma evreninin %85'i) analize dahil edilmiştir. Öğrencilerin öğrenme stillerini ortaya çıkarmak için Kolb'un öğrenme stili envanteri ve demografik özellikleri sorgulayan ek bir anket kullanılmıştır. Öğrenme stilleri ve bağımsız değişkenler arasında farklılık olup olmadığını araştırmak için ki-kare testi kullanılarak istatistiksel analiz yapılmıştır. Bulgular: Öğrenme stillerinin dağılımında büyük çoğunluğu özümseyen (% 44,3) ve değiştiren (% 37,7) öğrenme stili gruplarının oluşturduğu saptandı. Öğrenme stili dağılımında yıllar arasında anlamlı bir farklılık olmadığı belirlendi (P < 0.05). Öğrencilerin demografik özelliklerine (cinsiyet, lise mezuniyeti, diş hekimliğini isteği ile seçme, ikamet yeri, anne-baba eğitim durumu) ilişkin ankete göre, öğrenme stilleri ile incelenen değişkenler arasında istatistiksel olarak anlamlı bir fark bulunmamıştır. Literatürde sağlık alanını seçen öğrencilerin çoğunluğunun özümseyenler ve değiştirenler grubundan olduğu görülmektedir. Araştırma sonunda elde edilen bulgular öğrencilerin büyük çoğunluğunun benzer olduğunu göstermiştir. Sonuç: Bu çalışma ülkemizde diş hekimliği öğrencilerinin öğrenme stillerini ortaya koymayı amaçlayan ilk çalışmadır. Bulgularımız literatürdeki çalışmalarla benzerlik göstermektedir. Sonuçlarımızı genellemek için daha büyük gruplarla daha fazla araştırmaya ihtiyaç vardır.

Keywords

• Öğrenme stili
• Diş hekimliği öğrencisi
• Klinik öncesi eğitim

Assessment of the Learning Styles of Undergraduate Dental Students in Preclinical Years

Abstract

Objectives: To assess the learning styles of undergraduate dental students in preclinical years at Akdeniz University in Antalya, Turkey. Methods: The research population consists of all undergraduate students in preclinical years (Year 1 to 3, n = 144). A total of 122 students (85% of the research population) who gave full answers to the questionnaire were determined and included in the analysis. Questionnaires with incomplete answers or errors were excluded (15%, n = 22). To reveal the students’ learning styles, Kolb’s learning style inventory and another questionnaire seeking demographic characteristics were used. Statistical analysis was performed using the chi-square test was used to investigate whether any differences existed in the learning styles and the examined variables. Results: The distribution of learning styles was mainly assimilators (44.3%) and divergers (37.7%) groups. It was determined that there was no significant difference in learning style distribution among the years (P < 0.05). According to the questionnaire related to demographic characteristics of the students (gender, high school graduation, choosing dentistry with their request, place of residence, parents' educational background), there was no statistically significant difference between learning styles and the examined variables. To the literature, the majority of the students who choose the health area were from the assimilators and divergers group. The findings obtained at the end of the study showed that the great majority of the students were similar. Conclusion: This study is the first study aiming to reveal the learning styles of dental students in our country. Our findings are similar to the studies in the literature. More research with larger groups is needed to generalize our results.

Keywords

• Learning styles
• Dental students
• Preclinical years

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