Department of Medical Education, Akdeniz University, Dumlupinar Bulvari Campus, Antalya 07040, Turkey.
Adv Physiol Educ. 2010 Dec;34(4):192-6. doi: 10.1152/advan.00075.2010.
The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods and academic achievement in them. This study was carried out with the participation of 170 first-year medical students (the participation rate was 91.4%). The researchers prepared sociodemographic and satisfaction questionnaires to determine the characteristics of the participants and their satisfaction levels with traditional training and PBL. The Kolb learning styles inventory was used to explore the learning styles of the study group. The participants completed all forms at the end of the first year of medical education. Indicators of academic achievement were scores of five theoretical block exams and five PBL exams performed throughout the academic year of 2008-2009. The majority of the participants took part in the "diverging" (n = 84, 47.7%) and "assimilating" (n = 73, 41.5%) groups. Numbers of students in the "converging" and "accommodating" groups were 11 (6.3%) and 8 (4.5%), respectively. In all learning style groups, PBL satisfaction scores were significantly higher than those of traditional training. Exam scores for "PBL and traditional training" did not differ among the four learning styles. In logistic regression analysis, learning style (assimilating) predicted student satisfaction with traditional training and success in theoretical block exams. Nothing predicted PBL satisfaction and success. This is the first study conducted among medical students evaluating the relation of learning style with student satisfaction and academic achievement. More research with larger groups is needed to generalize our results. Some learning styles may relate to satisfaction with and achievement in some instruction methods.
我们医学院的课程采用混合结构，包括传统培训（讲座）和基于问题的学习（PBL）应用。本研究的目的是确定我们医学生的学习方式，并调查学习方式与他们对不同教学方法的满意度以及他们在这些方法中的学业成绩之间的关系。这项研究是在 170 名一年级医学生（参与率为 91.4%）的参与下进行的。研究人员准备了社会人口统计学和满意度问卷，以确定参与者的特征及其对传统培训和 PBL 的满意度。柯尔布学习风格量表用于探索研究组的学习方式。参与者在医学教育的第一年结束时填写了所有表格。学业成绩的指标是 2008-2009 学年期间进行的五次理论块考试和五次 PBL 考试的分数。大多数参与者参加了“发散”（n = 84，47.7%）和“同化”（n = 73，41.5%）组。“收敛”和“适应”组的学生人数分别为 11 名（6.3%）和 8 名（4.5%）。在所有学习风格组中，PBL 满意度评分明显高于传统培训。四种学习风格之间的“PBL 和传统培训”考试成绩没有差异。在逻辑回归分析中，学习方式（同化）预测了学生对传统培训的满意度和理论块考试的成功。没有什么可以预测 PBL 的满意度和成功。这是第一项在医学生中进行的评估学习方式与学生满意度和学业成绩之间关系的研究。需要进行更多具有更大样本量的研究来推广我们的结果。某些学习方式可能与某些教学方法的满意度和成就有关。
