How do medical students learn? a study from two medical colleges in south India - A cross sectional study

Thomas, Christofer; Kodumuri, Praveen K; Saranya, P

doi:10.5958/2319-5886.2015.00097.1

Cited by 4 publications

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“…Among the unimodal learning styles, visual was 23.71%, auditory 18.42%, reading/writing 12.33% and kinaesthetic 45.54%. It is also observed that both males and females had less mean score for read modality when compared to visual/auditory/kinesthetic and similar observations were reported by20…”

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confidence: 87%

Learning Method Preferences Among Adolescent Medical Students in South India

Mishra

Rao

2021

IJAR

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BACKGROUND: Adolescent medical students are freshly exposed to the medical subjects and the experience is entirely new and different compared to their earlier school learning. OBJECTIVES: To determine the preferences of learning methods among adolescent medical students and to determine which is the best method for learning different components. MATERIAL AND METHODS: It is a cross – sectional study conducted among the first year MBBS students in the class rooms of GSL Medical College, Rajahmundry for a period of three months using a standard pre – designed and pre – tested “VARK” questionnaire with learning methods as study variables. A class of 150 students was divided into 3 groups of 50 students each. They were initially taught about the different methods of learning by means of a lecture using power point presentation covering three sessions of 40 minutes each. Then, they were sensitized to the “VARK” questionnaire in the next session of 30 minutes and data was collected using the standard pre – designed and pre – tested “VARK” questionnaire. Time given to complete the questionnaire was 20 minutes. RESULTS: Among 134 adolescent medical students, 89 (66.13%) had completed 17 years age, 24 (17.91%) completed 18 years age, 14 (10.46%) completed 19 years age and 7 (5.2%) completed 20 years age. Mean age of students was 17.54±0.32 years. There were 77 (57.5%) females and 57 (42.5%) males. The students mostly preferred kinaesthetic style of learning. CONCLUSION: The present study emphasizes that different students have different learning styles and hence, using only one method of teaching may not benefit all the students.

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confidence: 87%

Learning Method Preferences Among Adolescent Medical Students in South India

Mishra

Rao

2021

IJAR

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“…One of the significant findings of this study demonstrated that 70% of the students have a multimodal learning preference, Similarly, Aldosari et al showed that the majority of students had multimodal learning preferences.- 10 Other studies also reported that most medical or health sciences students preferred the multimodal learning preference rather than the uni-modal learning approach. [12][13][14] Besides, Nuzhat et al studied the relationship between learning preferences and students' gender found that 79.7% of the males and 65.3% of the females students preferred the multimodal preference. In comparison, 20.3% male and 34.7% female students preferred the unimodal preference.…”

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confidence: 99%

Examining Learning Styles with Gender Comparison Among Medical Students of a Saudi University

Eid

Almutairi

Alzahrani

et al. 2021

AMEP

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Aim: Different students use different learning styles and acquire knowledge from various sources during their medical college learning journey. Every student has a preference for a certain sensory mode to receive and process all acquired information. Identifying learning styles among different students can help students try to strengthen their preferred learning style and improve other nonpreferred learning styles. Our objective is to assess the preferred sensory modality and the learning preferences by utilizing the VARK questionnaire in medical faculty students at Imam Mohammed Bin Saud Islamic University (IMBSU) and the influence of gender and its relation to academic achievements. Methodology: A survey was distributed to medical students of IMBSU in Riyadh. VARK questionnaire was used to assess the learning preference. Other questions regarding demographic data were also included in the same questionnaire. Results: Of the 146 students, 113 students completed the questionnaire. Of them, 95 (84.1%) were males, and 18 (15.9%) were females. The multimodal learning style was preferred by 70% of the respondents, with the remaining 30% having a unimodal style preference. The aural (A) and the kinesthetic (K) styles were the most preferred unimodal styles. Overall, the most common style was the quad-modal (VARK type 2) style, with 21.20% having this preference. Conclusion:No statistically significant differences were observed between male and female students concerning their learning preferences. The participants' preferred learning style or learning model was also observed to have no statistically significant impact on GPA and academic performance.

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“…The lack of knowledge of the students on learning style and learning techniques is due to pre-university education system in the country, where students traditionally follow didactic lectures in primary & secondary schools and the Pre-university education is often supplemented with private tuition classes; these could be either small group classes or larger lecture based classes [22]. A similar study met the same latter criteria [23] [24] [25].…”

Section: Discussionmentioning

confidence: 99%

How do Medical Students Learn?

Alshok¹

2016

IJCM

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Background & Objectives: In this paper, we try to define learning, to describe how retention of memorized material can be improved and to describe how to help students improve clinical reasoning and problem solving skills. The goal of teaching is to improve learning, but how do we know that students are learning in the proper way? Methods: We depend on our experience in medical and clinical teaching of our undergraduate and postgraduate students during implementation of the curriculum. We interview 1 st year (preclinical) and 6 th year medical students by certain questionnaires (VARK) in order to know their learning methods and their knowledge about the styles of learning and the techniques of learning. Learning is viewed here as developing a way of thinking and acting that is a characteristic of an expert physician. Such a way of thinking consists of three important elements: We utilize Working Memory in 3 main approaches: First, attention in a way through questions, focus attention and uses of first letter of statement of the word; Second, rule of 7 (Teach < 7 steps); Third, concentration on important relevant materials. We have to keep in our mind that even if we remember something, it doesn't mean we understand it. In addition, the case learning approach & problem solving learning approach are the methods used and we try to be cooperative, active, and experimental and the student must be self directed and the students should be competent in his learning methods, most are confident of their ability. Results: Most of the first year students have poor knowledge in regards to style & learning techniques. For final year students around 30% learn two styles and 20% trimodel, especially more in female students, 10% mention single model in their learning and the remaining learn by Quad modals. In conclusion, learning how to learn must be a standard part of the curriculum in medical school, and student must be aware of that.

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How do medical students learn? a study from two medical colleges in south India - A cross sectional study

Cited by 4 publications

References 0 publications

Learning Method Preferences Among Adolescent Medical Students in South India

Learning Method Preferences Among Adolescent Medical Students in South India

Examining Learning Styles with Gender Comparison Among Medical Students of a Saudi University

How do Medical Students Learn?

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