Learning Styles, Academic Achievement, and Gender in a Medical School Setting

Kulaç, Esin; Sezi̇k, Mekin; Aşçı, Halil; Gürpınar, Erol

doi:10.4328/jcam.2317

Cited by 9 publications

(8 citation statements)

References 13 publications

(15 reference statements)

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“…Besides the above described ‘peer effect’ and the role of motivation, students’ interpersonal relationships, such as help-seeking relationships, fellow students’ support, and friendship, also may influence students’ academic performance [ 21 , 45 , 46 ]. It is known that the dynamic and degree of closeness of students’ interpersonal relationships predicts similarity in academic achievement to some extent [ 21 , 47 , 48 ]. It is possible that students in mixed international LCs feel more relatedness with their peers in the same LC and are more eager to make a connection with each other for not only study-related support but also for friendship networks.…”

Section: Discussionmentioning

confidence: 99%

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The influence of mixing international and domestic students on competency learning in small groups in undergraduate medical education

et al. 2020

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Background Medical curricula are increasingly internationalized, with international students being mixed with domestic students in small group learning. Small group learning is known to foster competency learning in undergraduate medical education, specifically Communication, Collaboration, Leadership, and Professionalism. However, it is unclear what happens with the learning of competencies when international students are introduced in small groups. This study explores if students in international small groups master the competencies Collaboration, Leadership and Professionalism at the same level as students in domestic groups in an undergraduate medical curriculum. Method In total, 1215 Students of three academic year cohorts participated in the study. They were divided into four learning communities (LCs), per year cohort, in which tutor groups were the main instructional format. The tutorials of two learning communities were taught in English, with a mix of international and Dutch students. The tutorials of the other two learning communities were taught in Dutch with almost all domestic students. Trained tutors assessed three competencies (Collaboration, Leadership, Professionalism) twice per semester, as ‘Not-on-track’, ‘On-track’, or ‘Fast-on-track’. By using Chi-square tests, we compared students’ competencies performance twice per semester between the four LCs in the first two undergraduate years. Results The passing rate (‘On-track’ plus ‘Fast-on-track’) for the minimum level of competencies did not differ between the mixed and domestic groups. However, students in the mixed groups received more excellent performance evaluations (‘Fast-on-track’) than the students in the homogenous groups of Dutch students. This higher performance was true for both international and Dutch students of the mixed groups. Prior knowledge, age, gender, and nationality did not explain this phenomenon. The effect could also not be explained by a bias of the tutors. Conclusion When students are educated in mixed groups of international and Dutch students, they can obtain the same basic competency levels, no matter what mix of students is made. However, students in the mixed international groups outperformed the students in the homogenous Dutch groups in achieving excellent performance scores. Future research should explore if these findings can be explained from differences in motivation, perceived grading or social network interactions.

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Section: Discussionmentioning

confidence: 99%

“…Moreover, it is worthwhile to know how students' social networks develop and compare that among different group compositions [47]. Next to the formal learning network as organized by the faculty, the informal learning network may also crucially influence students' academic achievement [51].…”

Section: Strengths and Limitations Of The Study Further Research Andmentioning

confidence: 99%

The influence of mixing international and domestic students on competency learning in small groups in undergraduate medical education

et al. 2020

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“…This is supported by recent data demonstrating a correlation between primary learning style and gender in the medical school setting. [ 29 ]…”

Section: Discussionmentioning

confidence: 99%

The effect of learning styles and study behavior on success of preclinical students in pharmacology

et al. 2016

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Objectives:To evaluate the effect of learning styles and study behaviors on preclinical medical students’ pharmacology exam scores in a non-Western setting.Materials and Methods:Grasha–Reichmann Student Learning Study Scale and a modified Study Behavior Inventory were used to assess learning styles and study behaviors of preclinical medical students (n = 87). Logistic regression models were used to evaluate the independent effect of gender, age, learning style, and study behavior on pharmacology success.Results:Collaborative (40%) and competitive (27%) dominant learning styles were frequent in the cohort. The most common study behavior subcategories were study reading (40%) and general study habits (38%). Adequate listening and note-taking skills were associated with pharmacology success, whereas students with adequate writing skills had lower exam scores. These effects were independent of gender.Conclusions:Preclinical medical students’ study behaviors are independent predictive factors for short-term pharmacology success.

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“…Furthermore, the predominantly female nature of both student cohorts skewed the overall learning style preference towards the dependent category, especially in 2015. However, this may not be problematic, as Kulac et al [21] found that female medical students preferring the dependent style scored higher than their male counterparts in examinations. Unpopularity of the avoidant and competitive categories was seen across all genders in both cohorts, which could be considered a similarity between gender preferences.…”

Section: Researchmentioning

confidence: 99%

Learning styles of physiotherapy students and teaching styles of their lecturers in undergraduate gross anatomy education

Shead

Roos

Olivier

et al. 2018

AJHPE

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Anatomical knowledge is essential to the competency of physiotherapists in professional practice. [1] Therefore, the way in which physiotherapy students learn gross anatomy has a bearing on their clinical acumen. An abundance of literature on learning style models has been promulgated from the 1960s to date. Diverse opinion as to the value of learning style research is apparent. Early researchers were positively disposed to the idea of the educational value of knowing learning styles [2-4] and some still uphold that belief. [5] Recently, researchers have been more sceptical about the scientific value of enhancing student academic performance and facilitating better teaching methodology in general, [6,7] and in anatomy education in particular. [8] In 1978, Claxton and Ralston [2] summed up a learning style as 'a student's consistent way of responding and using stimuli in the context of learning'. Grasha and Yangarber-Hicks [9] found that some learning styles are more dominant than others and some are only used if sufficient reason and support are given. [10] It was found that the subject to be learnt could influence learning style preference, [11] and health science students showed a preference towards a particular learning style. [9] In 1987, Curry [12] described a learning style model depicted by an onionlike structure with four layers. These are from outside to innermost the 'instructional preference' , 'social interaction' , 'information processing style' and 'cognitive personality style' layers. The Grasha-Riechmann learning style scale (GRLSS) was placed in the social interaction layer of that model and was aligned with the expectations of teachers and students and their interaction with the learning environment, as is the case in this study. [3,11,12] Criteria that guided the choice of the GRLSS and Grasha-Riechmann teaching style scale (GRTSS) tools for data collection in this study were that the former was designed to collect information from university students. [4,13] It exhibits compatibility with the GRTSS and thus facilitates easy comparisons between the two tools. The GRLSS has not been specifically negatively critiqued in the literature for its learning style preference stance. This study forms part of a research project investigating various aspects of gross anatomy education for undergraduate physiotherapy students. It sought to identify any learning style preference trend peculiar to physiotherapy students and document the teaching styles of two consecutive cohorts of gross anatomy lecturers. The realisation that there was a paucity of specific pertinent information on these aspects of gross anatomy education necessitated the collection of the study data. It has been shown that age and gender significantly influence student learning style preference. [14] This study aimed to assess how age and gender influence the learning style preferences of two chronologically consecutive student cohorts. All the information collected is factored into the research project and adds to the body of literature pe...

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Learning Styles, Academic Achievement, and Gender in a Medical School Setting

Cited by 9 publications

References 13 publications

The influence of mixing international and domestic students on competency learning in small groups in undergraduate medical education

The influence of mixing international and domestic students on competency learning in small groups in undergraduate medical education

The effect of learning styles and study behavior on success of preclinical students in pharmacology

Learning styles of physiotherapy students and teaching styles of their lecturers in undergraduate gross anatomy education

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