Comparison of Lecture-Based Learning vs Discussion-Based Learning in Undergraduate Medical Students

Zhao, Beiqun; Potter, D. Dean

doi:10.1016/j.jsurg.2015.09.016

Cited by 34 publications

(26 citation statements)

References 22 publications

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“…Measurable differences have been described in the manner in which learners prefer to acquire, analyze, and recall new knowledge. 1 – 3 The unique learning preference of an individual, including the strategies used to interact with information, describes the individual’s learning style. 4 It has been argued that being aware of these differences in learning styles allows teachers to adjust their methods to better match the preferences of their students, which will increase learning effectiveness and efficiency.…”

Section: Introductionmentioning

confidence: 99%

Learning style preferences of dental students at a single institution in Riyadh, Saudi Arabia, evaluated using the VARK questionnaire

Al-Dosari

Aljabaa

Al-Sehaibany

et al. 2018

AMEP

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BackgroundStudents differ in their preferred methods of acquiring, processing, and recalling new information. The aim of this study was to investigate the learning style preferences of undergraduate dental students and examine the influence of gender, Grade Point Average (GPA), and academic year levels on these preferences.MethodsThe Arabic version of the visual, aural, read/write, and kinesthetic (VARK) questionnaire was administered to 491 students from the first- to the fifth-year academic classes at the College of Dentistry, King Saud University. Descriptive statistics were used to characterize the learning styles of the students, and Chi-square test and Fisher’s test were used to compare the learning preferences between genders and among academic years. Significance was set at a p-value of <0.05.ResultsA total of 368 dental students completed the questionnaire. The multimodal learning style was preferred by 63.04% of the respondents, with the remaining 36% having a unimodal style preference. The aural (A) and the kinesthetic (K) styles were the most preferred unimodal styles. The most common style overall was the quadmodal (VARK) style with 23.64% having this preference. These differences did not reach statistical significance (p>0.05). Females were more likely to prefer a bimodal learning style over a unimodal style (relative risk =2.37). Students with a GPA of “C” were less likely to have a bimodal or a quadmodal style preference compared to students with a GPA of “A” (relative risk =0.34 and 0.36, respectively). Second-year students were less likely to prefer a bimodal over a unimodal style compared to first-year students (relative risk =0.34).ConclusionThe quadmodal VARK style is the preferred learning method chosen by dental students, followed by unimodal aural and kinesthetic styles. Gender was found to influence learning style preferences. Students with a “C” GPA tend to prefer unimodal learning style preferences. The VARK questionnaire is a relatively quick and simple tool to reveal the learning style preferences on an individual or a group level. Dental educators should adjust their delivery methods to approximate the learning preferences of their students. Dental students are encouraged to adapt a multimodal style of learning to improve their academic results.

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Section: Introductionmentioning

confidence: 99%

Learning style preferences of dental students at a single institution in Riyadh, Saudi Arabia, evaluated using the VARK questionnaire

Al-Dosari

Aljabaa

Al-Sehaibany

et al. 2018

AMEP

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show abstract

“…All this indicates a kind of personal investment that is usually absent in the learning and teaching of abstract logical concepts. Related to the feeling of a personal investment in the subject is also an increased willingness of the students to get involved in discussions with their classmates about the topic studied; and discussion proves to be an important part of the learning process as can be seen in various fields of education [11].…”

Section: Resultsmentioning

confidence: 99%

Game Semantics in Teaching of Classical First Order Predicate Logic to Stu- dents of Computer Science

Glivická

2018

MATEC Web Conf.

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Game-theoretical interpretation of logical semantics has been first suggested in 1950s. Although it is well know among professionals, it is often excluded from introductory courses in logic. In this paper we examine whether and to what extent would including game semantics in the syllabus of an introductory course of predicate and propositional logic prove to be beneficial to students' understanding of the subject. To that purpose, we have exposed two groups of undergraduate students of computer science to game semantics as part of recitations for the course Propositional and Predicate Logic. We focus mainly on how this affects students' mastery of two particular topics -alternating quantification and restricted quantification. Observations were made during the recitations to evaluate any changes in students' approach to solving relevant problems in classroom. Moreover, before the final test of the recitations one of the groups was given a brief review of game semantics and the other was not. We have measured the difference in performance of these two groups and the results support the hypothesis that game semantics helps students master certain topics of predicate logic. We reference some of the later research in psychology and pedagogy to help us explain this effect.

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“…Traditional didactic lecturebased learning focuses on the passive transfer of knowledge, and has limited effect on problem solving. 41,42 ONC health information technology curriculum includes some sections about hands-on laboratory courses, but those courses mostly address EHR training; there is little focus on innovation, remote patient monitoring education, and experiential training. 43 This article described the infrastructure of two health informatics skills training laboratories, and demonstrated students' strong interest to participate in hands-on learning that teaches remote patient monitoring and smart home applications.…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Hands-on Health Informatics Skills Exercises in the Multidisciplinary Smart Home Healthcare and Health Informatics Training Laboratories

Sapci

Sapci²

2017

Appl Clin Inform

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Comparison of Lecture-Based Learning vs Discussion-Based Learning in Undergraduate Medical Students

Cited by 34 publications

References 22 publications

Learning style preferences of dental students at a single institution in Riyadh, Saudi Arabia, evaluated using the VARK questionnaire

Learning style preferences of dental students at a single institution in Riyadh, Saudi Arabia, evaluated using the VARK questionnaire

Game Semantics in Teaching of Classical First Order Predicate Logic to Stu- dents of Computer Science

The Effectiveness of Hands-on Health Informatics Skills Exercises in the Multidisciplinary Smart Home Healthcare and Health Informatics Training Laboratories

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