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The Determinate of Learning Styles of Medical Students

Year 2011, Volume: 32 Issue: 32, 18 - 29, 01.06.2011

Abstract

Aim: Aim of the current study is to reveal the learning styles of students at 3 medial schools applying different curricula in Turkey and the difference between their learning styles in terms of these curricula. Material Method: All of the Year I and Year II students at 3 medical schools applying different curricula; Hybrid, Integrated and Problem Based Learning (PBL) were chosen (n=1027). To reveal the students’ learning styles, Kolb’s Learning Styles Inventory and another questionnaire seeking demographic characteristics were used in September 2008. Results: According to the questionnaire related to demographic characteristics, no difference between the students at different schools was found. Learning Styles Inventory was filled out by 93.3% of all students. Most of them were assimilators (54.5%) and divergers (33.1%). We found that there was a significant difference between learning styles of Year I students learning in different curricula particularly in Hybrid curriculum (p

References

  • Aşkar P, Akkoyunlu B. Kolb öğrenme stili envanteri. Eğitim ve Bilim. 1993; 87: 37-47.
  • Dunn R, Giannitti MC, Murray JB, Rossi I, Geisert G, Quinn P. Grouping students for instruction: effects of learning style on achievement and attitudes. J Soc Psychol. 1990; 130(4): 485-494.
  • Federico P. Learning styles and student attitudes toward various aspects of network-based instruction. Computers in Human Behavior 2000; 16: 359–379.
  • Thompson JA, Bing-You RG. Physicians' reactions to learning style and personality type inventories. Medical Teacher 1998; 20: 10-15.
  • David AC, Alan JS. Validity of ındex of learning styles scores: multimethod comparison with three cognitive ⁄ learning style ınstruments. Medical Education 2006; 40: 900–907.
  • Metallidou P, Platsidou M. Kolb's Learning Style Inventory-1985: Validity issues and relations with metacognitive knowledge about problem-solving strategies. Learning and Individual Differences 2008;(8):114–
  • Adesunloye BA, Aladesanmi O, Forsythe, Ivonye C. The Preferred learning style among residents and faculty members of an ınternal medicine residency program. Journal Of The Natıonal Medıcal Assocıatıon. ; 100: 172-176. Derya OE. Hacettepe Üniversitesi dört yıllık lisans programındaki öğrenci ve öğretim üyelerinin öğrenme stillerinin karşılaştırılması. Doktora Tezi, 1998, Ankara.
  • Rosenfeld M, Rosenfeld S. Understanding teacher responses to constructivist learning environments: Challenges and resolutions. Science Education 2006; 90: 385-399.
  • Diana Dolmans, Ineke H. Wolfhagen the relationship between learning style and learning environment. Medical Education 2004; 38: 800–804.
  • Joshua M. at all. Learning styles vary among general surgery residents: analysis of 12 years of data. Journal of Surgical Education 2007; 64: 386-389.
  • David AC, Mark HG, Denise MD, Alan S. Instructional methods and cognitive and learning styles in web- based learning: report of two randomised trials. Medical Education 2007; 41: 897–905.
  • David AC, Alan JS. Validity of ındex of learning styles scores: multimethod comparison with three cognitive ⁄ learning style instruments. Medical Education 2006; 40: 900–907.
  • Koşan A, Demirören M, Kemahlı S, Palaoğlu Ö, Ayhan İ. Ankara Üniversitesi Tıp Fakültesinde tıp eğitimine başlayan öğrencilerin öğrenme stilleri. Tıp Eğitimi Dünyası 2007; 25: 1-9.
  • Curry L. Cognitive and learning styles in medical education. Academic Medicine 1999;74(4):409–413.
  • Walsh K. Learning styles: Do they really exist?. Medical Education 2007; 41: 618–620.
  • Hawk TF, Shah AJ, Using learning style ınstruments to enhance student learning decision. Sciences Journal of Innovative Education 2007; 5(1): 1-19.
  • Soner D, Öğrenme Perspektifleri, Nobel Yayın, 2005, Ankara.

TIP FAKÜLTESİ ÖĞRENCİLERİNİN ÖĞRENME STİLLERİNİN BELİRLENMESİ

Year 2011, Volume: 32 Issue: 32, 18 - 29, 01.06.2011

Abstract

Amaç: Müfredatlarında farklı eğitim programlarını uygulayan üç tıp fakültesi örneğinde öğrencilerin öğrenme stillerini ve eğitim programlarına göre öğrenme stilleri arasında bir fark olup olmadığını belirlemektir. Yöntem: Hibrid, Probleme Dayalı Öğrenim (PDÖ) ve Entegre eğitim programlarını uygulayan üç tıp fakültesinde öğrenim gören Dönem I ve II öğrencilerinin tümü araştırma grubu olarak seçilmiştir (n=1027). Öğrencilerin öğrenme stillerini belirmek amacıyla Eylül 2008 tarihinde tüm araştırma grubuna Kolb öğrenme stilleri ölçeği ve demografik özelliklerini belirlemeye yönelik bir anket formu uygulanmıştır. Bulgular: Araştırma grubunun demografik verileri incelendiğinde üç fakültenin öğrencileri arasında anlamlı bir fark olmadığı saptanmıştır. Ayrıca araştırma grubunun % 93.3’ü öğrenme stilleri ölçeğini doldurduğu ve büyük çoğunluğunun özümseyen ve ayrıştıran grupta olduğu (sırasıyla: % 54.5, % 33.1), farklı eğitim programına devam eden öğrencilerin öğrenme stilleri arasında anlamlı fark olduğu, Hibrid eğitim programındaki öğrencilerin öğrenme stili dağılımının diğer eğitim programlarından farklı olduğu saptanmıştır (p

References

  • Aşkar P, Akkoyunlu B. Kolb öğrenme stili envanteri. Eğitim ve Bilim. 1993; 87: 37-47.
  • Dunn R, Giannitti MC, Murray JB, Rossi I, Geisert G, Quinn P. Grouping students for instruction: effects of learning style on achievement and attitudes. J Soc Psychol. 1990; 130(4): 485-494.
  • Federico P. Learning styles and student attitudes toward various aspects of network-based instruction. Computers in Human Behavior 2000; 16: 359–379.
  • Thompson JA, Bing-You RG. Physicians' reactions to learning style and personality type inventories. Medical Teacher 1998; 20: 10-15.
  • David AC, Alan JS. Validity of ındex of learning styles scores: multimethod comparison with three cognitive ⁄ learning style ınstruments. Medical Education 2006; 40: 900–907.
  • Metallidou P, Platsidou M. Kolb's Learning Style Inventory-1985: Validity issues and relations with metacognitive knowledge about problem-solving strategies. Learning and Individual Differences 2008;(8):114–
  • Adesunloye BA, Aladesanmi O, Forsythe, Ivonye C. The Preferred learning style among residents and faculty members of an ınternal medicine residency program. Journal Of The Natıonal Medıcal Assocıatıon. ; 100: 172-176. Derya OE. Hacettepe Üniversitesi dört yıllık lisans programındaki öğrenci ve öğretim üyelerinin öğrenme stillerinin karşılaştırılması. Doktora Tezi, 1998, Ankara.
  • Rosenfeld M, Rosenfeld S. Understanding teacher responses to constructivist learning environments: Challenges and resolutions. Science Education 2006; 90: 385-399.
  • Diana Dolmans, Ineke H. Wolfhagen the relationship between learning style and learning environment. Medical Education 2004; 38: 800–804.
  • Joshua M. at all. Learning styles vary among general surgery residents: analysis of 12 years of data. Journal of Surgical Education 2007; 64: 386-389.
  • David AC, Mark HG, Denise MD, Alan S. Instructional methods and cognitive and learning styles in web- based learning: report of two randomised trials. Medical Education 2007; 41: 897–905.
  • David AC, Alan JS. Validity of ındex of learning styles scores: multimethod comparison with three cognitive ⁄ learning style instruments. Medical Education 2006; 40: 900–907.
  • Koşan A, Demirören M, Kemahlı S, Palaoğlu Ö, Ayhan İ. Ankara Üniversitesi Tıp Fakültesinde tıp eğitimine başlayan öğrencilerin öğrenme stilleri. Tıp Eğitimi Dünyası 2007; 25: 1-9.
  • Curry L. Cognitive and learning styles in medical education. Academic Medicine 1999;74(4):409–413.
  • Walsh K. Learning styles: Do they really exist?. Medical Education 2007; 41: 618–620.
  • Hawk TF, Shah AJ, Using learning style ınstruments to enhance student learning decision. Sciences Journal of Innovative Education 2007; 5(1): 1-19.
  • Soner D, Öğrenme Perspektifleri, Nobel Yayın, 2005, Ankara.
There are 17 citations in total.

Details

Primary Language Turkish
Journal Section Original Article
Authors

Erol Gürpınar This is me

Hilal Batı This is me

Cihat Tetik This is me

Publication Date June 1, 2011
Submission Date September 5, 2015
Published in Issue Year 2011 Volume: 32 Issue: 32

Cite

Vancouver Gürpınar E, Batı H, Tetik C. TIP FAKÜLTESİ ÖĞRENCİLERİNİN ÖĞRENME STİLLERİNİN BELİRLENMESİ. TED. 2011;32(32):18-29.