The influence of learning style in understanding analogies and 2D animations in embryology course

Narayanan, Suresh; Ananthy, Vimala

doi:10.5115/acb.2018.51.4.260

Cited by 14 publications

(12 citation statements)

References 35 publications

(42 reference statements)

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“…Our results were consistent with previous studies showing that the majority of students' learning preferences were multimodal. 9,[17][18][19][20][21][22] When observing only the unimodal preferences, the dominant learning module was K in Preclinic1 but was A in Preclinic2. In Preclinic1, students needed to study content together with practical sessions including preclinical knowledge, cadaver dissection, and laboratory studies.…”

Section: Discussionmentioning

confidence: 99%

Changes in the VARK Learning Style from the First to the Second Preclinical Year of Medical Students: A Follow-up Cross-sectional Questionnaire Study in a Thai Medical School

Maprapho

Sitticharoon²,

Maikaew³

et al. 2023

Siriraj Med J

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Objective: This study aimed to determine percentage of students who changed (change group) and did not change (no-change group) in the visual (V)–aural (A)–reading/writing (R)–kinesthetic (K) learning style from the first (Preclinic1) to the second (Preclinic2) preclinical year; and compare academic performance (GPA, percentile of GPA, and achievement of study targets) and stress levels between these groups. Materials and Methods: The VARK and research questionnaires were sent to students of the 2019 class at the end of Preclinic1 and again at Preclinic2. GPA and percentile of GPA were obtained from academic records while achievement of study targets and stress levels were from the research questionnaires. Results: Most students were multimodal learners (65.03% in Preclinic1 and 69.51% in Preclinic2). From Preclinic1 to Preclinic2, 69.3% of students changed and 30.7% of students did not change their learning preference. In Preclinic1 and Preclinic2, GPA and percentile of GPA were higher in the no-change compared with the change group (p<0.01 all). GPA in the change group was lower in Preclinic2 than that in Preclinic1 (p<0.001). Achievement of study targets and stress levels of the change group in Preclinic2 were lower than theirs in Preclinic1 and those of the no-change group in Preclinic2 (p<0.05 all). The students who changed their learning preference might need to adapt to their new learning preference probably leading to lower academic capability but less stress. Conclusion: Students changed their learning preference around 70% from Preclinic1 to Preclinic2. The change group exhibited lower academic capability but less stress.

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Section: Discussionmentioning

confidence: 99%

Changes in the VARK Learning Style from the First to the Second Preclinical Year of Medical Students: A Follow-up Cross-sectional Questionnaire Study in a Thai Medical School

Maprapho

Sitticharoon²,

Maikaew³

et al. 2023

Siriraj Med J

View full text Add to dashboard Cite

show abstract

“…The activities included varied tasks such as imitating a movement (kinesthetic), listening to ringtones (auditory), observing a picture (visual), and stating the color of the written words (reading). Since, a majority of learners prefer multimodal instructions [ 28 ], matching the learning style with instructional design could have resulted in the better acquisition of cognitive knowledge [ 24 ].…”

Section: Discussionmentioning

confidence: 99%

Student Experiential Activities: A Novel Strategy to Teach Neuroanatomy in Lectures

Narayanan,

Adikesavan,

ananthy

2023

Cureus

Self Cite

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Introduction Activity-based teaching is a widely used pedagogical tool for enhancing anatomy learning. However, involving the learner in experiential activities in lectures is an unexplored area in medical research. The present study aims to determine whether incorporating student experiential activities into lectures impacts student’s learning of neuroanatomy. Materials and methods We used a pre-test/post-test experimental study design to compare the learning outcome between the experiential activity based lecture and traditional lectures. We divided 150 students into control (75 students) and intervention groups (75 students). To assess the baseline knowledge on the subject, the students attended 20 clinical scenario-based multiple-choice questions two weeks before the lectures. Then, both groups attended two lecture sessions on the functional areas of the brain. In the control group, the students drew the boundaries of a particular cerebral area and labeled its function and clinical symptoms. In the intervention group, the learners participated in experiential activities while following the instructions. The lecturer used their response as a scaffold to explain the function and clinical correlation of a specific part of the cerebral cortex. The same test questions were given to the students one week after the final lecture session to evaluate their level of understanding. We analyzed the scores of 111 students (57 students in the control group and 54 students in the interventional group) who attended the two lectures and pre- and post-test sessions. Students also completed a validated 10-item feedback questionnaire regarding their perception of the teaching sessions. Results The mean score improvement for the control and intervention groups was 4.86 ± 1.53 and 6.39 ± 2.93, respectively. The score improvement of the activity group was significantly higher than that of the control group (p = 0.006; d = 0.65). The perception scores of interest, knowledge attainment, and satisfaction were significantly higher in the intervention group compared to the control group. Conclusion The findings of this study suggest that experiential activities facilitate better comprehension of abstract neuroanatomical concepts as compared to traditional didactic teaching.

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“…The hands-on writing assignments as well as the visual teaching aids used during the workshop, the modules provided as well as the group discussion sessions ensured that all learners, irrespective of their learning style preferences were able to bene t from the workshop process. 44 WhatsApp and Google Meets were used as the primary mode for discussion by the students and mentors after weekly training sessions which were conducted via Zoom. Previous studies have also demonstrated that the use of WhatsApp has proved effective in supplementing learning.…”

Section: Methodsmentioning

confidence: 99%

Effectivity of Hands-on Near-peer teaching in Scientific Writing for Indian Medical Students

Puri

Unnithan

Kumar³

et al. 2022

Preprint

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Purpose: This study focuses on assessing the effectiveness of near-peer teaching, small group discussions, and hands-on assignments in enhancing the scientific writing knowledge & skill of a cohort of Indian medical students.Method: 175 medical students were randomly selected from a 516 membered FORLER (Fundamentals of Research Learning and Educational Reform) interest cohort for hands-on near-peer training in medical scientific writing. The participants attended weekly near-peer lectures and participated in biweekly in-group discussions over 5 weeks focused on Narrative Reviews, Original Articles, Case Reports, Short Communications, & Systematic Reviews. Participants were regularly evaluated following Kirkpatrick’s model of evaluating training.Results: N=135 medical students aged 20 ± 1.3 yrs (17-23 yrs); 56.29% females completed all the assignments in FORLER. Amotivation decreased & attitude towards research improved significantly (p<0.05) after the workshop. The theoretical understanding of the students of all 5 forms of scientific writing improved significantly. A significant (p=0.047) moderate direct (P=0.639) correlation was also observed between the increase in confidence and overall increase in test scores. Post-FORLER manuscripts were scored significantly (p<0.05) higher (by expert double-blind reviewers) than pre-FORLER manuscripts in all forms of scientific writing except Case reports.Conclusion: A combination of near-peer teaching, small group discussions, and manuscript writing exercises lead to a statistically significant increase in scientific writing knowledge and skills. Higher confidence levels were reported after the training initiative. A decrease in amotivation was also observed with participants favoring integration of similar initiatives into the undergraduate training framework.

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The influence of learning style in understanding analogies and 2D animations in embryology course

Cited by 14 publications

References 35 publications

Changes in the VARK Learning Style from the First to the Second Preclinical Year of Medical Students: A Follow-up Cross-sectional Questionnaire Study in a Thai Medical School

Changes in the VARK Learning Style from the First to the Second Preclinical Year of Medical Students: A Follow-up Cross-sectional Questionnaire Study in a Thai Medical School

Student Experiential Activities: A Novel Strategy to Teach Neuroanatomy in Lectures

Effectivity of Hands-on Near-peer teaching in Scientific Writing for Indian Medical Students

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