Department of Digestive Surgery, Bégin Military Teaching Hospital, Saint-Mandé, France.
Department of Gynecology, Bégin Military Teaching Hospital, Saint-Mandé, France.
BMC Med Educ. 2024 Oct 3;24(1):1086. doi: 10.1186/s12909-024-06054-1.
Objective Structured Clinical Examinations (OSCEs) aim to assess medical students' clinical skills rather than just their theoretical knowledge. We propose a study between the learning style of second-cycle medical students and their performance in OSCEs.
During their internship at our hospital, students were invited to complete the LSQ-Fa, a questionnaire designed to identify their preferences among 4 learning styles: active, reflective, theoretical, and pragmatic. In parallel, an evaluation of their clinical skills was conducted through OSCEs. We then performed an analysis to establish a correlation between learning styles and OSCE performance, to better understand how learning preferences influence academic outcomes.
Between April 2021 and January 2023, 55 students were evaluated by OSCEs and had completed the LSQ-Fa. The average OSCE score was 14.8/20. The theoretical learning style was predominant in 47.3% of students, followed by active (27.3%), reflective (14.6%), and pragmatic (5.4%), with 3 cases of mixed active and theoretical styles (5.4%). No significant correlation was observed between learning style and OSCE performance (p = 0.28), although students with a pragmatic style recorded a slightly higher average.
This study highlights the importance of considering diverse learning styles in the design of medical education programs.
客观结构化临床考试（OSCE）旨在评估医学生的临床技能，而不仅仅是他们的理论知识。我们提出了一项关于第二周期医学生学习风格及其在 OSCE 中的表现的研究。
在我们医院实习期间，邀请学生填写 LSQ-Fa 问卷，该问卷旨在确定他们在 4 种学习风格中的偏好：主动、反思、理论和实用。同时，通过 OSCE 对他们的临床技能进行评估。然后我们进行了分析，以建立学习风格和 OSCE 表现之间的相关性，从而更好地了解学习偏好如何影响学业成绩。
2021 年 4 月至 2023 年 1 月，55 名学生接受了 OSCE 评估，并完成了 LSQ-Fa。OSCE 的平均得分为 14.8/20。理论学习风格在 47.3%的学生中占主导地位，其次是主动（27.3%）、反思（14.6%）和实用（5.4%），有 3 例混合主动和理论风格（5.4%）。学习风格与 OSCE 表现之间没有观察到显著相关性（p=0.28），尽管实用风格的学生平均得分略高。
本研究强调了在医学教育计划设计中考虑不同学习风格的重要性。
