Learning Preferences of Caregivers of Asthmatic Children

Dinakar, Chitra; Adams, Christina D.; Brimer, Alysa G; Silva, Maria D.

doi:10.1080/02770900500265157

Cited by 22 publications

(15 citation statements)

References 6 publications

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“…These findings are compatible with other studies (9,14,16) that have used the VARK questionnaire as a learning style inventory. These findings are compatible with other studies (9,14,16) that have used the VARK questionnaire as a learning style inventory.…”

Section: Discussionsupporting

confidence: 93%

Learning styles of first-year medical students attending Erciyes University in Kayseri, Turkey

Baykan

Naçar²

2007

Advances in Physiology Education

181

132

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Educational researchers postulate that every individual has a different learning style. The aim of this descriptive study was to determine the learning styles of first-year medical students using the Turkish version of the visual, auditory, read-write, kinesthetic (VARK) questionnaire. This study was performed at the Department of Medical Education of Erciyes University in February 2006. The Turkish version of the VARK questionnaire was administered to first-year medical students to determine their preferred mode of learning. According to the VARK questionnaire, students were divided into five groups (visual learners, read-write learners, auditory learners, kinesthetic learners, and multimodal learners). The unimodality preference was 36.1% and multimodality was 63.9%. Among the students who participated in the study (155 students), 23.3% were kinesthetic, 7.7% were auditory, 3.2% were visual, and 1.9% were read-write learners. Some students preferred multiple modes: bimodal (30.3%), trimodal (20.7%), and quadmodal (12.9%). The learning styles did not differ between male and female students, and no statistically significant difference was determined between the first-semester grade average points and learning styles. Knowing that our students have different preferred learning modes will help the medical instructors in our faculty develop appropriate learning approaches and explore opportunities so that they will be able to make the educational experience more productive.

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Section: Discussionsupporting

confidence: 93%

Learning styles of first-year medical students attending Erciyes University in Kayseri, Turkey

Baykan

Naçar²

2007

Advances in Physiology Education

181

132

View full text Add to dashboard Cite

show abstract

“…The education, psychology, and cognitive learning literature widely reflects the use of many different learning style assessments to evaluate individual preferences (Desmedt & Valcke, 2004;James & Blank, 1993) and how they can be used for personalized instruction. Although used extensively in general educational and biomedical research to measure student learning preferences, tools designed to assess learning styles have received little attention in clinical settings to inform health communication (Carbone, Lennon, Torres, & Rosal, 2005;Dinakar, Adams, Brimer, & Silva, 2005). Several investigators describe the need to assess learning styles for patient education, yet few implemented interventions that adapt material to specific learning modality preferences (Beagley, 2011;Cavanagh & Coffin, 2004;Inott & Kennedy, 2011).…”

Section: Discussionmentioning

confidence: 99%

Using Health Literacy and Learning Style Preferences to Optimize the Delivery of Health Information

Giuse

Koonce

Storrow

et al. 2012

Journal of Health Communication

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“…Patients often exhibit distinctive learning styles that may be restricted to visual, aural, reading/writing, kinesthetic styles, or a multimodal combination of these patterns. 33 As such, each patient possesses a unique learning fingerprint that is most likely to be accessed through multiple and often diverse mechanisms. A unique aspect of our intervention involved kinesthetic teaching, which gives the patient an opportunity to gain "handson" experience that builds confidence, an important motivator in performing health protective behavior.…”

Section: Commentmentioning

confidence: 99%

“…This has been used successfully for patients with diabetes mellitus who must perform precise health protective behaviors to control their disease. 33,34 Glazebrook et al 19 studied the efficacy of Skinsafe software to educate high-risk patients in a primary care setting and found that those who participated in the intervention were 1.67 times more likely to perform SSEs or "mole checks" after the intervention. In our study, those in the intervention group were 2.36 times more likely to perform SSEs after the intervention.…”

Section: Commentmentioning

confidence: 99%

Improvement in Patient Performance of Skin Self-examinations After Intervention With Interactive Education and Telecommunication Reminders

et al. 2012

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Objective:To determine if interactive computerized patient education, skin self-examination (SSE) tutorials, and telecommunication reminders could be combined to increase patient performance of SSEs, increase confidence in ability to identify melanoma, and influence individual melanoma risk perception.Design: A total of 132 adult participants from our dermatology clinics were enrolled in an interventional study and randomized to a control group or an intervention group. Survey data were collected from all participants on the day of enrollment and 3 months after enrollment.Setting: University Hospitals Case Medical Center outpatient dermatology clinics.Participants: English speakers older than 18 years. Interventions:The intervention group (1) participated in a computer-assisted learning tutorial, (2) took part in a hands-on SSE tutorial, (3) received monthly telecommunication reminders to perform SSEs for 12 weeks, and (4) receivedabrochureonmelanomadetection.Thecontrolgroup received only the brochure on melanoma detection. Main Outcome Measures: Self-report of performance of SSEs. Melanoma risk perception and confidence in ability to identify melanoma were secondary considerations. Logistic regressions, controlling for race, age, sex, education, and family history of melanoma, were used to assess the effectiveness of the intervention.Results: At the 3-month follow-up, those in the intervention group were more likely to perform SSEs (odds ratio [OR], 2.36; P Յ .05). In addition, those who participated in the intervention were more likely to report being confident in their ability to identify melanoma during an SSE (OR,2.72; P Յ.05). Conclusion:Computer-assisted patient education used in conjunction with a hands-on SSE tutorial and telecommunication reminders can increase patient performance of SSEs and confidence in the ability to identify melanoma.

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Learning Preferences of Caregivers of Asthmatic Children

Cited by 22 publications

References 6 publications

Learning styles of first-year medical students attending Erciyes University in Kayseri, Turkey

Learning styles of first-year medical students attending Erciyes University in Kayseri, Turkey

Using Health Literacy and Learning Style Preferences to Optimize the Delivery of Health Information

Improvement in Patient Performance of Skin Self-examinations After Intervention With Interactive Education and Telecommunication Reminders

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