Öğrenme stilleri ve öğrenme yaklaşımları: Birbirleri ile ilişkili mi ve tıp eğitimi sırasında değişiyor mu?

Yıl 2017, , 82 - 91, 14.05.2017

Ayşe Hilal Batı , Nilüfer Demiral Yılmaz Tahir Yağdı

https://doi.org/10.5472/marumj.344818

Öz

Amaç: Araştırmanın amacı, Ege Üniversitesi Tıp Fakültesi

öğrencilerinin eğitim süreçlerinde öğrenme stil ve yaklaşımlarının

belirlenmesi ve öğrenme stilleri ile öğrenme yaklaşımları

arasındaki ilişkinin değerlendirilmesidir.

Gereç ve Yöntem: Araştırma, 2008-2009 akademik yılında

Ege Üniversitesi Tıp Fakültesinde eğitime başlayan öğrencilerin

eğitimlerinin 1., 2. ve 4. yıllarında gerçekleştirilmiştir. Araştırmada

kullanılan ölçekleri üç akademik yılda da eksiksiz olarak dolduran

öğrenciler araştırma grubunu oluşturmuştur. Öğrencilerin her

dönemdeki öğrenme stilleri ve öğrenme yaklaşımları belirlenmiştir.

Bulgular: Öğrencilerin ilerleyen eğitim yıllarında belirlenen,

ayrıştıran ve değiştiren öğrenme stillerindeki artış ve özümseyen

stildeki azalma istatistiksel önem taşımamaktadır. Öğrencilerin

yıllar içinde derin öğrenme yaklaşım puanlarındaki azalma

önemlidir. Öğrenme stilleri ile öğrenme yaklaşımları arasındaki

ilişki değerlendirildiğinde ilk iki yılda değiştiren öğrenme stiline

sahip öğrencilerin derin yaklaşım puanlarının daha düşük olduğu,

4. yılda ise öğrenme stil ve yaklaşımları arasında ilişki olmadığı

saptanmıştır.

Sonuç: Ege Üniversitesi Tıp Fakültesi öğrencilerinin üç

farklı dönemdeki öğrenme stili izlemleri, detayları önemseyerek

bütünü anlamaya çalışan, sorun çözümüne yönelen, geleneksel

öğrenmeden uzaklaşan bir yönelimi işaret etmektedir. Derin

öğrenme yaklaşımlarındaki azalma sınav sistemine bağlanabilir.

Anahtar Kelimeler

Öğrenme, Öğrenme stilleri, Öğrenme yakaşımları, Mezuniyet öncesi tıp eğitimi

Learning styles and learning approaches: How closely are they associated with each other and do they change during medical education?

Öz

Objectives: This study aims to determine medical students’

learning styles and approaches and to evaluate the relationship

between them, as well as observe whether any changes occur in

these during the course of their education.

Methods and Materials: This research was carried out on

students who were enrolled in 2008-2009 and was conducted in

their first, second and fourth years. The study group consisted of

students who had fully completed the scales of measurement used

for this research in all years. Learning styles and approaches were

determined for each period.

Results: An increase in the convergent and divergent styles

and a decrease in the assimilator style, determined over the years

were not statistically significant. The decline in the deep learning

approach scores was important. Evaluating the relationship between

the learning styles and approaches, we found that the deep learning

approach scores with the divergent style were lower in the first two

years; however, no relationship was observed in the fourth year.

Conclusions: The learning style follow-up study indicates

a trend among students who will try to understand the whole by

giving importance to details, to focus on problem solving, and

to move away from traditional learning. The decrease in deep

learning approaches may be linked to the nature of assignments

and testing systems.

Anahtar Kelimeler

Learning, Learning styles, Learning approaches, Undergraduate medical education

Kaynakça

• Topal K, Sarikaya O, Basturk R, Buke A. Marmara Med J 2015;28:81-9. doi: 10.5472/MMJ oa .2802. 04
• Tsingos C, Bosnic-Anticevich S, Smith L. Learning styles and approaches: Can reflective strategies encourage deep learning? Curr Pharm Teach Learn 2015;4:492–504. doi: 10.1016/j.cptl.2015.04.006
• Aşkar P, Akkoyunlu B. Kolb ögrenme stili envanteri. Egitim ve Bilim 1993;87:37-47.
• Dunn R, Giannitti M, Murray J, Rossi I, Geisert G, Quinn P. Grouping students for instruction: effects of learning style on achievement and attitudes. J Soc Psychol 1990;130:485-94. doi: 10.1080/00224545.1990.9924610
• Kolb A, Kolb D. The learning way. Meta-cognitive aspects of experiential learning. Simulation & Gaming 2009;40:297- 327. doi: 10.1177/1046878108325713
• Gurpinar E, Bati H, Tetik C. Learning styles of medical students change in relation to time. Advan Physiol Edu 2011;35:307-11. doi: 10.1152/advan.00047.2011
• Kolb A, Kolb D. The Kolb Learning Style Inventory Version 3.1. Cleveland, OH: Case Western Reserve Univ, USA: Technical Specifications, 2005.
• Biggs J. Learning strategies, student motivation patterns, and subjectively perceived success In: Kirby JR, ed. 1ST ed. Cognitive Strategies and Educational Performance. Orlando Fla: Academic Press, 1984.
• Batı A, Tetik C, Gurpınar E. Öğrenme yaklaşımları ölçeği yeni şeklinin Türkçe’ye uyarlama ve geçerlik güvenirlik çalışması. Turkiye Klinikleri J Med Sci 2010;30:1639-46. doi: 10.5336/medsci.2009-15368
• Zhang L, Sternberg R. Are learning approaches and thinking styles related? A study in two Chinese populations. J Psychol 2000;134:469-89. doi: 10.1080/00223980009598230
• Newble D, Entwistle N. Learning styles and approaches: implications for medical education. Med Educ 1986;20:162- 75. doi: 10.1111/j.1365-2923.1986.tb01163.x
• Salamonson Y, Weaver R, Chang S, K, et al. Learning approaches as predictors of academic performance in first year health and science students. Nurse Education Today 2013;33:729-33. doi: 10.1016/j.nedt.2013.01.013
• Diseth A. The Relationship between intelligence, approaches to learning and academic achievement. Scandinav Edu Res 2002;46:219-30. doi: 10.1080/00313830220142218
• Aharony N. The use of deep and surface learning strategies among students learning English as a foreign language in an Internet environment. Br J Educ Psychol 2006;76(Pt4):851- 66. doi: 10.1348/000709905X79158
• Kember D, Wong A, Leung D. Reconsidering the dimensions of approaches to learning. Br J Educ Psychol 1999;69:323- 43. doi: 10.1348/000709999157752
• Murray-Harvey R. Learning styles and approaches to learning: distinguishing between concepts and instruments. Br J Educ Psychol 1994;64:373–88. doi: 10.1111/j.2044- 8279.1994.tb01110.x
• Azer S, Guerrero A, Walsh A. Enhancing learning approaches: Practical tips for students and teachers. Medical Teacher 2013;35:433-43. doi: 10.3109/0142159X.2013.775413
• Wickramasinghe D, Samarasekera D. Factors influencing the approaches to studying of preclinical and clinical students and postgraduate trainees. BMC Medical Education 2011a;11(22). doi: 10.1186/1472-6920-11-22
• Zeegers P. Approaches to learning in science: A longitudinal study. Br J Educ Psychol 2001;71:115–32. doi: 10.1348/000709901158424
• Stiernborg M, Bandaranayake R. Medical students’ approaches to studying. Medical Teacher 1996;18:229-36. doi: 10.3109/01421599609034166
• Biggs J, Kember D, Leung D. The revised two-factor Study Process Questionnaire: R-SPQ-2F. Br J Educ Psychol 2001;71:133–49. doi: 10.1348/000709901158433
• Tetik C, Gurpinar E, Bati H. Students’ learning approaches at medical schools applying different curricula in Turkey. Kuwait Med J 2009;41:311-6. doi:
• Lawson R. The effect of viva assessment on students’ approaches to learning and motivation Int Rev Soc Sci Human 2012;2:120-32.
• Wickramasinghe D, Samarasekera D. Patterns of approaches to studying of pre-clinical, clinical and post graduate studentsfrom a setting in a developing country in Asia. Medical Teacher 2011b;33:338-41.
• Samarakoon L, Fernando T, Rodrigo C, Rajapakse S. Learning styles and approaches to learning among medical undergraduates and postgraduates. BMC Med Educ 2013;13:42.. doi: 10.1186/1472-6920-13-42
• Ozolins I, Hall H, Peterson R. The Student Voice: Recognising the hidden and informal curriculum in medicine Medical Teacher. 2008;30(6):606-11. doi: 10.1080/01421590801949933
• Zhang J, Peterson R, Ozolins I. Student approaches for learning in medicine: What does it tell us about the informal curriculum? BMC Med Educ 2011;11(87):1-9. doi: 10.1186/1472-6920-11-87
• Montecinos P, Pantoja M. The approach to learning in a traditional medical school. Medical Teacher 1991;13:305-10. doi: 10.3109/01421599109089910
• Smith S, Miller R. Learning approaches: examination type, discipline of study, and gender. Educ Psychol 2015;25:43-53. doi: 10.1080/0144341042000294886
• Gijbels D, Dochy F. Students’ assessment preferences and approaches to learning: can formative assessment make a difference? Educa Stud 2006;32:401-11. doi: 10.1080/03055690600850354
• Shah D, Yadav R, Sharma D, et al. Learning approach among health sciences students in a medical college in Nepal: a cross-sectional study. Adv Med Educ Pract 2016:137-43. doi: 10.2147/AMEP.S100968
• Duff A. Approaches to learning: factor invariance across gender. Pers Individ Dif 2002;33:997-1010. doi: 10.1016/ S0191-8869(01)00208-2
• Richardson T. Gender differences in responses to the approaches to studying inventory. Studies in Higher Education 1993;18:3-13. doi: 10.1080/03075079312331382418
• Zhang L. University students’ learning approaches in three cultures: An investigation of Biggs’s 3P model. J Psychol 2000;134:37-55. doi: 10.1080/00223980009600847