Department of Medical Education, Faculty of Medicine, Jagiellonian University Medical College Kraków, Poland.
Department of Nutrition and Drug Research, Faculty of Health Science, Jagiellonian University Medical College, Kraków, Poland.
Folia Med Cracov. 2020 Sep 28;60(2):67-80. doi: 10.24425/fmc.2020.135014.
The aim of the study was to determine the predominant learning style and type of intelligence based on the VARK questionnaire and Multiple Intelligences Questionnaire respectively in second year medical students. Determining the relationship between individual preferences of students, based on their learning style and predominant type of intelligence and the perception of the modified Peyton's four-step approach used to teach cardiac auscultation.
The opinion of participants 236 of the modified four-step approach was attained through the use of anonymous questionnaires. Using the VARK questionnaire, the participants' learning style was defined. The predominant type of intelligence was determined by the Multiple Intelligences Questionnaire.
The kinesthetic style was the predominant unimodal learning style in second year medical students (in Polish and international students). The most predominant type of intelligence in Polish students was visual-spatial and mathematical and logical, while in international students the predominant types were visual-spatial and mixed type of intelligence. Quantitative analysis indicated that the modified Peyton's approach is a valuable learning and teaching method for most students, independent of their predominant learning style or intelligence type. The exception was a small group of students with linguistic intelligence predominance according to the Multiple Intelligence Questionnaire, for which the Peyton method was more difficult.
This study proves that the modified Peyton's approach is useful and effective didactic tool and can be successfully applied to most students. This is a new learning strategy for teaching cardiac auscultation in laboratory conditions in classes for a significant majority. Due to the fact that a group of students with a predominance of linguistic intelligence more often perceived the Peyton method to be difficult, it is worth combining traditional methods with new ones in class so that all students, regardless of unimodal learning style or prevailing type of intelligence, are taught satisfactorily.
本研究旨在通过 VARK 问卷和多元智能问卷分别确定二年级医学生的主要学习风格和智力类型，以确定学生个体偏好与使用修改后的佩顿四步教学法进行心脏听诊教学之间的关系。
通过匿名问卷获得 236 名参与者对修改后的四步教学法的看法。使用 VARK 问卷确定参与者的学习风格。通过多元智能问卷确定主要的智力类型。
在波兰学生和国际学生中，动觉学习风格是二年级医学生的主要单一模式学习风格。在波兰学生中，最主要的智力类型是视觉空间和数学逻辑，而在国际学生中，最主要的智力类型是视觉空间和混合智力类型。定量分析表明，修改后的佩顿方法对于大多数学生，无论其主要学习风格或智力类型如何，都是一种有价值的学习和教学方法。但根据多元智能问卷，语言智能占主导地位的一小部分学生除外，他们认为佩顿方法更难。
这项研究证明，修改后的佩顿方法是一种有用且有效的教学工具，可以成功地应用于大多数学生。这是在实验室条件下，针对绝大多数学生，教授心脏听诊的一种新学习策略。由于语言智能占主导地位的学生群体更倾向于认为佩顿方法困难，因此在课堂上值得将传统方法与新方法相结合，以便无论学习风格或智力类型如何，所有学生都能得到满意的教学。
