Learning styles of first year medical students studying physiology in Tamil Nadu

D’cruz, Suzanne Maria; Rajaratnam, Navin; Chandrasekhar, M

doi:10.5958/j.2319-5886.2.3.111

Cited by 2 publications

(3 citation statements)

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“…While there are several different methods of computing aggregate ILS scores for a group, we used a two‐point scale, in which having a score of 1 to 11 on either side of the dimension indicates a preference for a particular learning style. This method has been employed in a number of studies …”

Section: Methodsmentioning

confidence: 99%

“…This method has been employed in a number of studies. 9,11,[18][19][20][21][22] Statistical Analysis: All the variables were checked for normality of distribution and appropriateness for parametric statistics. We then examined associations of baseline characteristics (gender, MSTAR vs. M-STREAM program and year of study) with the four learning styles using independent t-tests.…”

Section: Methodsmentioning

confidence: 99%

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Association of Learning Styles with Research Self‐Efficacy: Study of Short‐Term Research Training Program for Medical Students

Dumbauld

Black

Depp

et al. 2014

Clinical Translational Sci

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Purpose With a growing need for developing future physician scientists, identifying characteristics of medical students who are likely to benefit from research training programs is important. This study assessed if specific learning styles of medical students, participating in federally funded short-term research training programs, were associated with research self-efficacy, a predictor of research career success. Method Seventy-five first-year medical students from 28 medical schools, selected to participate in two competitive NIH-supported summer programs for research training in aging, completed rating scales to evaluate learning styles at baseline, and research self-efficacy before and after training. We examined associations of individual learning styles (visual-verbal, sequential-global, sensing-intuitive, and active-reflective) with students’ gender, ranking of medical school, and research self-efficacy. Results Research self-efficacy improved significantly following the training programs. Students with a verbal learning style reported significantly greater research self-efficacy at baseline, while visual, sequential, and intuitive learners demonstrated significantly greater increases in research self-efficacy from baseline to post-training. No significant relationships were found between learning styles and students’ gender or ranking of their medical school. Conclusions Assessments of learning styles may provide useful information to guide future training endeavors aimed at developing the next generation of physician-scientists.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Association of Learning Styles with Research Self‐Efficacy: Study of Short‐Term Research Training Program for Medical Students

Dumbauld

Black

Depp

et al. 2014

Clinical Translational Sci

View full text Add to dashboard Cite

show abstract

“…Preferred sensory modalities have been assessed by researchers from India and abroad. [8][9][10][11][12][13][14][15][16][17] Joshi et al found that 61% participants preferred multimodal learning styles. Bimodal learning was 32.6% for VK, 31.50% for VA, 30.3% for AR and 27.0% for RK.…”

Section: Discussionmentioning

confidence: 99%

Study on learning styles of first year medical students attending CBME curriculum at a medical college of Bihar

Madhu¹,

Kiran²,

Prasad³

et al. 2021

IJCAP

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Background: Students vary in their preference of learning styles. CBME has provided opportunity to introduce new learning techniques. Students are also exposed to basics of adult education. Assessment of learning styles using VARK has been widely adopted. Aims: The present study was conducted to recognize the learning styles of first year medical students attending anatomy classes as per CBME curriculum in a medical college of Bihar. Materials and Methods: The present study was cross-sectional in nature conducted upon 118 first year medical students attending anatomy classes as per CBME curriculum. Self administered VARK questionnaire was given to the students. Data was analyzed and inferences were drawn. Results: Mean age of the students was 17.9 years. Multimodal style of learning was universally preferred. 89% preferred quadrimodal, 9% trimodal and 2% bimodal styles. Visual style was preferred by 89%, Auditory as well as Read/ write style each by 95.8% and Kinesthetic style by 93.2%. Conclusion:Students must be aware of their preferences of learning styles. Teachers must also be oriented towards the same to provide choices of learning methods to the students to increase learning outcomes.

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Learning styles of first year medical students studying physiology in Tamil Nadu

Cited by 2 publications

References 0 publications

Association of Learning Styles with Research Self‐Efficacy: Study of Short‐Term Research Training Program for Medical Students

Association of Learning Styles with Research Self‐Efficacy: Study of Short‐Term Research Training Program for Medical Students

Study on learning styles of first year medical students attending CBME curriculum at a medical college of Bihar

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