Preferred Learning Styles among Ophthalmology Residents: An Iranian Sample

Hassanzadeh, Samira; Moonaghi, Hossein Karimi; Derakhshan, Ali; Hosseini, Seyed Masoud; Taghipour, Ali

doi:10.18502/jovr.v14i4.5457

Cited by 5 publications

(6 citation statements)

References 25 publications

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“…Interns were more likely to learn with the logic analysis method based on observation and conceptualization and lacked the skill to perceive information through concrete experience and processing information through active experimentation. The study results were consistent with Samira Hassanzadeh et al and Int J Health Sci (Qassim) et al [16][17][18][19], which found that the majority of undergraduate nursing students were assimilators, while few of them were accommodators. Yet, these data were inconsistent with Fatemeh et al [12,10] which foudings were the most dominant learning style of the nursing students was the divergent one, which may be related to traditional education in China, where students have clear learning objectives and like to think and analyze, but are not good at practice.…”

Section: Discussionsupporting

confidence: 91%

Formulation of teaching strategies for graduation internship based on the experiential learning styles of nursing undergraduates: a non-randomized controlled trial

Liu

Jing

2022

BMC Med Educ

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Purpose To formulate scientific and effective teaching strategies for the graduation internship of nursing undergraduates, in order to improve their holistic clinical competence. Method A before-after self-controlled study with cluster sampling was performed on the 78 senior nursing undergraduates that underwent a graduation internship at the department. Students were required to fill in the Kolb’s Learning Style Questionnaire and Holistic Clinical Assessment Tool on the date of admission to assess their learning style characteristics and holistic clinical competence, according to which targeted teaching strategies for their graduation internship were formulated. When leaving the department, the students were required to fill in the Holistic Clinical Assessment Tool again to assess the changes in their learning skills after rotation. Results In terms of learning methods, nursing students scored 23.87 ± 6.11, 29.57 ± 5.03, 37.85 ± 6.87, and 28.73 ± 6.70 in Concrete Experience, Reflective Observation, Abstract Conceptualisation, and Active Experimentation, respectively. When the learning styles were ranked by composition ratio, 46 students (58.9%) were assimilators, 18 (23.1%) were convergers, 9 (11.5%) were divergers, and 5 (6.4%) were accommodators. The holistic clinical competence of students after rotation was significantly improved compared to before rotation (P < 0.01). Conclusion Clinical teaching strategies for graduation internship that are formulated according to the experiential learning style of nursing undergraduates can effectively improve their learning skills and holistic clinical competence.

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Section: Discussionsupporting

confidence: 91%

Formulation of teaching strategies for graduation internship based on the experiential learning styles of nursing undergraduates: a non-randomized controlled trial

Liu

Jing

2022

BMC Med Educ

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“…performance and skill, such as intraoperative c o m p l i c a t i o n s , 2 1 , 2 2 , 2 9 , 3 7 , 4 0 s u r g e r y performance, 22,[27][28][29]36 aesthetic grade, 42 surgery completion, 22 and surgical efficiency. 39,42 Several studies investigated learning outcomes, such as ex am in at io n p er fo r man ce, 2 4 , 3 1 , 4 3 lear n in g readiness, 35 learning style, 30 and learning barriers. 33 N i n e s t u d i e s e x a m i n e d c o m p o n e n t s o f validity.…”

Section: Table 2 Describes Outcomes and Study Results Most S T U D I ...mentioning

confidence: 99%

“…The most common study types were prospective cohort [21][22][23][24][25][26][27][28][29] and cross-sectional. [30][31][32][33][34][35][36] Studies were most commonly conducted in the United States, 27,[37][38][39][40][41][42] Denmark, 23,28,36,43 and the United Kingdom. 25,26,44,45 Only 7 studies 22,26,31,32,35,44,46 had sample sizes over 50 participants (range 52-311).…”

Section: Characteristics Of Included Studies and Interventionsmentioning

confidence: 99%

“…25,26,44,45 Only 7 studies 22,26,31,32,35,44,46 had sample sizes over 50 participants (range 52-311). Ten studies 22,29,34,36,38,44,45,[47][48][49] included attending ophthalmologists, 9 studies 21,27,30,33,37,[39][40][41][42] included residents, 6 studies 24,26,31,32,35,46 included medical students, and 4 studies 23,25,28,43 included a mixed selection of participants. Seven educational intervention studies were conducted in a hospital/ clinic, 21,22,29,32,37,39,40 6 in an in-person classroom, 2 4 , 3 0 , 3 1 , 3 5 , 4 1 , 4 6 9 in simulation centers, 2 3 , 2 5 , 2 8 , 3 3 , 3 6 , 4 0 , 4 2 , 4 4 , 4 5 1 in a virtual classroom, 26 and 1 a...…”

Section: Characteristics Of Included Studies and Interventionsmentioning

confidence: 99%

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Theoretical Frameworks in Medical Education: Using a Systematic Review of Ophthalmology Education Research to Create a Theory of Change Model

Song

Pavlech

et al. 2022

Journal of Graduate Medical Education

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Background Theoretical frameworks provide a lens to examine questions and interpret results; however, they are underutilized in medical education. Objective To systematically evaluate the use of theoretical frameworks in ophthalmic medical education and present a theory of change model to guide educational initiatives. Methods Six electronic databases were searched for peer-reviewed, English-language studies published between 2016 and 2021 on ophthalmic educational initiatives employing a theoretical framework. Quality of studies was assessed using the Grading of Recommendations, Assessment, Development, and Evaluations (GRADE) approach; risk of bias was evaluated using the Medical Education Research Study Quality Instrument (MERSQI) and the Accreditation Council for Graduate Medical Education (ACGME) guidelines for evaluation of assessment methods. Abstracted components of the included studies were used to develop a theory of change model. Results The literature search yielded 1661 studies: 666 were duplicates, 834 studies were excluded after abstract review, and 132 after full-text review; 29 studies (19.2%) employing a theoretical framework were included. The theories used most frequently were the Dreyfus model of skill acquisition and Messick's contemporary validity framework. GRADE ratings were predominantly “low,” the average MERSQI score was 10.04, and the ACGME recommendation for all assessment development studies was the lowest recommendation. The theory of change model outlined how educators can select, apply, and evaluate theory-based interventions. Conclusions Few ophthalmic medical education studies employed a theoretical framework; their overall rigor was low as assessed by GRADE, MERSQI, and ACGME guidelines. A theory of change model can guide integration of theoretical frameworks into educational initiatives.

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“…6 In addition, students employ various sensory means to obtain and assimilate knowledge. 7 Fleming described four sensory modalities comprising visual (V), aural (A), reading/writing (R) kinesthetic (K) called as VARK. 8 In short, visual students learn better by seeing, aural students use listening methods, while some students study better by reading/writing and kinesthetic students use physical methods as a preferential technique to accommodate information.…”

Section: Introductionmentioning

confidence: 99%

Learning Choices of Medical Students: An Experience from a Private Medical College in Lahore

Aslam,

Siddique,

Masood

et al. 2023

PJMHS

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Aim: To determine the patterns of learning methods of undergraduate medical students. Study design: Descriptive cross-sectional study. Place and duration of study: Akhtar Saeed Medical & Dental College, Lahore from 15th November 2022 to 15th January 2023. Methodology: One hundred and six undergraduate medical students, comprising 54 males and 52 females. The questionnaire consisted of 16 items that identified four distinct learning choices: visual, aural, reading/writing and kinesthetic. Results: 14.33% students learned by seeing; 26.59%studied by hearing; 19.16%learned by reading/writing and 19.10% students liked to study by using physical methods.16.39% of students used bimodal sensory modalities and only 4.42% used more than one sensory modality for learning. The results of the study will help medical teaching faculty to modify their educational strategies in response to learning methods of their students. Conclusion: The valuable insight into students’ various approaches to learning and will help teachers to modify their teaching strategies. Keywords: Learning choices, VARK questionnaire, Medical students, Teaching strategies

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Preferred Learning Styles among Ophthalmology Residents: An Iranian Sample

Cited by 5 publications

References 25 publications

Formulation of teaching strategies for graduation internship based on the experiential learning styles of nursing undergraduates: a non-randomized controlled trial

Formulation of teaching strategies for graduation internship based on the experiential learning styles of nursing undergraduates: a non-randomized controlled trial

Theoretical Frameworks in Medical Education: Using a Systematic Review of Ophthalmology Education Research to Create a Theory of Change Model

Learning Choices of Medical Students: An Experience from a Private Medical College in Lahore

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