Identifying Learning Pattern Among Medical Students and Their Preferred Mode of Study
Keywords:
Learning methods, medical schools, learning preferences, teaching modules, knowledge acquisition, medical education.Abstract
The goal of this study was to identify the problems students face in learning by identifying their pattern of study; to find out the most preferred method of teaching and learning and to assist faculty by identifying the problematic areas for students. This cross-sectional study was conducted at All Saints University School of Medicine, Dominica. It involved 202 students who volunteered to fill out the questionnaire. The questionnaire was designed to obtain information regarding student problems in learning along with their most preferred teaching and learning methodology. The data being compiled and analyzed using STATA IC 14. Of the 202 participants, 191 responses were analyzed. STATA revealed no significance in a gender preferences and mode of learning however, significant differences were observed while comparing year of study to preference of PDI/PDS (p=0.041) and Tutoring (p=0.033). In addition, 96% (n=191) of the students appreciated Problem-based Learning (PBL) in the form of discussing clinical cases related to the topic. These results demonstrate a rising interest in PBL as opposed to traditional methods of learning.
References
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[2] L. Samarakoon, T. Fernando and C. Rodrigo, "Learning styles and approaches to learning among medical undergraduates and postgraduates", BMC Medical Education, vol. 13, no. 1, p. 42, 2013.
[3] G. Koh, H. Khoo, M. Wong and D. Koh, "The effects of problem-based learning during medical school on physician competency: a systematic review", Canadian Medical Association Journal, vol. 178, no. 1, pp. 34-41, 2008.
[4] D. NEWBLE and N. ENTWISTLE, "Learning styles and approaches: implications for medical education", Medical Education, vol. 20, no. 3, pp. 162-175, 1986.
[5] W. Lubawy, "Evaluating Teaching Using the Best Practices Model", Am J Pharm Educ, vol. 67, no. 3, p. 87, 2003.
[6] A. Shakurnia, H. Elhampour, M. Boroojerdnia and S. Saeidian, "Nursing and medical students' studying and learning approaches", Jentashapir Journal, pp. 2(4): 201-11, 2012.
[7] F. MARTON and R. SÄLJÖ, "ON QUALITATIVE DIFFERENCES IN LEARNING: I-OUTCOME AND PROCESS*", British Journal of Educational Psychology, vol. 46, no. 1, pp. 4-11, 1976.
[8] F. MARTON and R. SÄALJÖ, "ON QUALITATIVE DIFFERENCES IN LEARNING-II OUTCOME AS A FUNCTION OF THE LEARNER'S CONCEPTION OF THE TASK", British Journal of Educational Psychology, vol. 46, no. 2, pp. 115-127, 1976.
[9] W. James and D. Gardner, "Learning styles: Implications for distance learning", New Directions for Adult and Continuing Education, vol. 1995, no. 67, pp. 19-31, 1995.
[10] J. Keefe and B. Ferrell, "Developing a Defensible Learning Style Paradigm", Educational leadership, pp. 48(2): 57-61, 1990.
[11] P. Kharb, "The Learning Styles and the Preferred Teaching–Learning Strategies of First Year Medical Students", JCDR, 2013.
[12] L. Curry, "An Organization of Learning Styles Theory and Constructs", Annual meeting of the American Educational Research Association, Montreal, Canada, 1983.
[13] H. Lujan, "First-year medical students prefer multiple learning styles", AJP: Advances in Physiology Education, vol. 30, no. 1, pp. 13-16, 2006.
[14] F. Coffield, D. Moseley, E. Hall and K. Ecclestone, "Learning Styles and Pedagogy in Post-16 Learning: a Systematic and Critical Review", London (UK): Learning Skills and Research Centre, p. 173, 2004.
[15] R. Murphy, S. Gray, S. Straja and M. Bogert, "Student Learning Preferences and Teaching Implications", Journal of Dental Education, pp. 68 (8): 859-66, 2004.
[16] J. Collins, "Education Techniques for Lifelong Learning", RadioGraphics, vol. 24, no. 5, pp. 1483-1489, 2004.
[17] T. Grasha, C. Claxton and P. Murrell, "Learning Styles: Implications for Improving Educational Practices", Teaching Sociology, vol. 17, no. 2, p. 254, 1989.
[18] N. Fleming and C. Mills, "Not another Inventory, Rather a Catalyst for reflection", To Improve the Academy, vol. 246, pp. 11: 137-55, 1992.
[19] T. Omorogiuwa and H. Eweka, "Integrating Teaching And Practice: Effective Teaching-learning in Social Work Education", Bangladesh Education Journal, pp. 11(2): 53-9, 2012.
[20] P. Cohen, "Student Ratings of Instruction and Student Achievement: A Meta-analysis of Multisection Validity Studies", Review of Educational Research, vol. 51, no. 3, pp. 281-309, 1981.
[21] M. Theall and J. Franklin, "Looking for Bias in All the Wrong Places: A Search for Truth or a Witch Hunt in Student Ratings of Instruction?", New Directions for Institutional Research, vol. 2001, no. 109, pp. 45-56, 2001.
[22] B. Rosenshine and R. Stevens, "Teaching function in Wittrock, M. C. (Ed.).", Handbook of Research on Teaching. New York (USA): MacMillan Publishing Company, pp. 376-391, 1986.
[23] P. Nandi, J. Chan, C. Chan, P. Chan and L. Chan, "Undergraduate medical education: comparison of problem-based learning and conventional teaching", Hong Kong Med J, pp. (3):301-6, 2000.
[24] A. Neville, "Problem-Based Learning and Medical Education Forty Years On", Med Princ Pract, vol. 18, no. 1, pp. 1-9, 2009.
[25] I. Alkhasawneh, M. Mrayyan, C. Docherty, S. Alashram and H. Yousef, "Problem-based learning (PBL): Assessing students’ learning preferences using vark", Nurse Education Today, vol. 28, no. 5, pp. 572-579, 2008.
[26] K. Prince, P. van Eijs, H. Boshuizen, C. van der Vleuten and A. Scherpbier, "General competencies of problem-based learning (PBL) and non-PBL graduates", Med Educ, vol. 39, no. 4, pp. 394-401, 2005.
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Published
2016-04-08
How to Cite
Halari, M. M., Halari, C. D., Olaleye, A. O., & Williams, I. E. (2016). Identifying Learning Pattern Among Medical Students and Their Preferred Mode of Study. American Scientific Research Journal for Engineering, Technology, and Sciences, 18(1), 142–152. Retrieved from https://asrjetsjournal.org/index.php/American_Scientific_Journal/article/view/1565
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