A cross-sectional study of learning styles among continuing medical education participants

Collins, Claire; Nanda, Sanjiv; Palmer, Brian A.; Mohabbat, Arya B.; Schleck, Cathy D.; Mandrekar, Jayawant N.; Mahapatra, Saswati; Beckman, Thomas J.; Wittich, Christopher M.

doi:10.1080/0142159x.2018.1464134

Cited by 14 publications

(12 citation statements)

References 46 publications

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“…[ 7 ] It is argued that learning about the differences in learning styles gives the teacher a chance to adjust their methods to match better with the preferences of their students. [ 8 9 10 ] In addition, it is important to determine an individual's learning styles. In the case of student, determining learning styles can be highly beneficial and useful.…”

Section: Introductionmentioning

confidence: 99%

A comparison of learning styles of undergraduate health-care professional students at the beginning, middle, and end of the educational course over a 4-year study period (2015–2018)

Koohestani

Baghcheghi

2020

J Edu Health Promot

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BACKGROUND AND AIM: There is a growing interest in learning styles of undergraduate health-care professional students; however, the evidences about learning styles over time during undergraduate programs are rare. In this study, the learning styles of undergraduate health-care professional students from the beginning to the completion of the program were examined to determine changes in learning style over time. METHODOLOGY: This is a longitudinal descriptive study from 2015 to 2018. A total of 101 health-care professional students were selected by census method. Learning styles were evaluated using the Perceptual Learning-Style Preference Questionnaire three times in the study at the beginning (T1), the middle (T2), and the end of the educational course (T3). The data were analyzed using repeated measures ANOVA. RESULTS: In T1, auditory (mean = 13.99) and visual (mean = 13.54) styles were preferred as major learning styles, whereas at T2, visual style (mean = 13.6) was the only preferred major learning style. At T3, the major learning styles were kinesthetic (mean = 14.32), tactile (mean = 13.98), and visual (mean = 13.58). There were statistically significant differences in auditory, kinesthetic, tactile and group scale scores between the three time points ( P < 0.05). Group learning style was in the negative type at all three time points. CONCLUSIONS: Learning styles can change depending on the context, environment, teaching method, and the subject of learning material and are probably a flexible changing feature rather than a fixed inherent feature a student possesses.

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Section: Introductionmentioning

confidence: 99%

A comparison of learning styles of undergraduate health-care professional students at the beginning, middle, and end of the educational course over a 4-year study period (2015–2018)

Koohestani

Baghcheghi

2020

J Edu Health Promot

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“…The results showed that female learners tended to be more practical in the dimension of experience acquisition, while male learners tended to be more abstract and conceptual. Collins et al (2019) conducted a similar study; they also found gender effects in learning preferences. The results showed that most male students were Diverging and Assimilating learners, while most female students were Diverging, Assimilating and Accommodating learners.…”

Section: The Interaction Between Learning Preference and Other Factors In A Learning Contextmentioning

confidence: 80%

“…Genders (Collins et al , 2019; Horna and Reyes, 2019) and prior knowledge (Hasibuan et al , 2018) are studied as internal factors, however, more factors in the learning context can be studied such as emotions and cognitive abilities, Makransky et al (2019), Tsai et al (2016). Besides, the above studies analyzed a single factor only, the joint effects of multiple factors should be an important research line.…”

Section: The Interaction Between Learning Preference and Other Factors In A Learning Contextmentioning

confidence: 99%

Learning preference: development in smart learning environments

Zhang

Hung

et al. 2021

IDD

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Purpose The purpose of this study is to conduct a systematic review to understand state-of-art research related to learning preferences from the aspects of impacts, influential factors and evaluation methods. Design/methodology/approach This paper uses the systematic synthesis method to provide state-of-the-art knowledge on learning preference research by summarizing published studies in major databases and attempting to aggregate and reconcile the scientific results from the individual studies. The findings summarize aggregated research efforts and improve the quality of future research. Findings After analyzing existing literature, this study proposed three possible research directions in the future. First, researchers might focus on how to use the real-time tracking mechanism to further understand other impacts of learning preferences within the learning environments. Second, existing studies mainly focused on the influence of singular factors on learning preferences. The joint effects of multiple factors should be an important topic for future research. Finally, integrated algorithms might become the most popular evaluation method of learning preference in the era of smart learning environments. Research limitations/implications This review used the search results generated by Google Scholar and Web of Science databases. There might be published papers available in other databases that have not been taken into account. Originality/value The research summarizes the state-of-art research related to learning preferences. This paper is one of the first to discuss the development of learning preference research in smart learning environments.

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“…Engaging in a variety of student-centered activities allows the educator to reach a larger number of students with different learning styles. Medical students might suggest varied teaching styles, which have been shown to be preferred [ 9 , 10 ]. Faculty members who try new teaching methods may find that students become more engaged and improve their performance [ 2 ], which could further encourage them to try additional methods.…”

Section: Discussionmentioning

confidence: 99%

Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

2021

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Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

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A cross-sectional study of learning styles among continuing medical education participants

Cited by 14 publications

References 46 publications

A comparison of learning styles of undergraduate health-care professional students at the beginning, middle, and end of the educational course over a 4-year study period (2015–2018)

A comparison of learning styles of undergraduate health-care professional students at the beginning, middle, and end of the educational course over a 4-year study period (2015–2018)

Learning preference: development in smart learning environments

Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

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