Guraya Shaista Salman, Guraya Salman Yousuf, Habib Fawzia A, Khoshhal Khalid I
Taibah University, Almadinah Almunawara, Kingdom of Saudi Arabia.
J Res Med Sci. 2014 Dec;19(12):1155-62. doi: 10.4103/1735-1995.150455.
Understanding the learning styles of medical students can drive the institutions to adapt instructional materials to enhance students' learning of knowledge and skills. This study explored the learning styles of undergraduate medical students, comparing gender variations in terms of their significant preferences.
A cross-sectional observational study was performed in 2012-2013, incorporating 1(st)-5(th) year undergraduate medical students of Taibah University. The instrument used was a Learning Style Questionnaire, with four learning styles (activist, reflector, theorist and pragmatist) and 40 items.
Of 450 students, 384 responded (response rate; 85%). No single learning style predominated; 96 (25%) reflectors, 78 (20%) theorists, 68 (17%) pragmatists, and 37 (9%) activists. Combined reflector and theorist was the predominant dual learning style in 27 (7%) students. Among genders, theorist style had a significant result (P = 0.071) indicating that theorists varied among genders due to their different opinions. Learning style preferences of theorists and pragmatists also showed a significant result (P = 0.000 each), depicting that both genders had unique preferences. Males had fewer variations of preferences, when compared with females who showed a significant difference of opinions (P < 0.05).
The students in the study preferred diverse learning styles, which were unevenly distributed, reflectors being the most common and activists as the least common. The results reflect the need to promote self-directed learning and modifications of instructional strategies, with expectant tilt in the students' learning styles towards activists and pragmatists.
了解医学生的学习风格可以促使院校调整教学材料，以加强学生对知识和技能的学习。本研究探讨了本科医学生的学习风格，比较了不同性别在显著偏好方面的差异。
2012 - 2013年进行了一项横断面观察性研究，纳入了泰巴大学本科1至5年级的医学生。使用的工具是一份学习风格问卷，包含四种学习风格（行动型、反思型、理论型和实用型）及40个项目。
450名学生中，384人做出了回应（回应率为85%）。没有单一的学习风格占主导；96名（25%）反思型、78名（20%）理论型、68名（17%）实用型和37名（9%）行动型。反思型和理论型相结合是27名（7%）学生中占主导的双重学习风格。在不同性别中，理论型风格有显著结果（P = 0.071），表明理论型在不同性别中因观点不同而存在差异。理论型和实用型的学习风格偏好也有显著结果（均为P = 0.000），表明两种性别都有独特的偏好。与表现出显著意见差异的女性相比，男性的偏好差异较少（P < 0.05）。
本研究中的学生偏好多种学习风格，这些风格分布不均，反思型最为常见，行动型最不常见。结果反映出需要促进自主学习并调整教学策略，期望学生的学习风格向行动型和实用型倾斜。
