Paul S, Bojanczyk M, Lanphear J H
Faculty of Medicine and Health Sciences, Department of Medical Education, United Arab Emirates University, Al-Ain.
Med Educ. 1994 May;28(3):180-6. doi: 10.1111/j.1365-2923.1994.tb02696.x.
Learning styles and preferred learning approaches are believed to have an influence on student learning. This study investigated the learning preferences of first-, second- and fourth-year medical students as well as explored differences in learning preferences from first- to fourth-year students. In June 1992, 95 students were administered the learning preferences inventory (LPI) designed by Rezler at the United Arab Emirates University. Analysis of variance (ANOVA) was used to test the significance of the differences of the six LPI mean scores on Abstract/Concrete, Teacher-structured/Student-structured, and Individual/Interpersonal categories across the academic year and sex. The two predominant preferences were concrete and teacher-centred. Results of this study showed students preferred teacher-structured learning experiences dealing with concrete and applied tasks, rather than abstract tasks.
学习风格和偏好的学习方法被认为会对学生的学习产生影响。本研究调查了一年级、二年级和四年级医学生的学习偏好，并探讨了从一年级到四年级学生在学习偏好上的差异。1992年6月，95名学生在阿联酋大学接受了由雷兹勒设计的学习偏好量表（LPI）测试。方差分析（ANOVA）用于检验在整个学年和不同性别中，LPI在抽象/具体、教师主导/学生主导以及个体/人际类别这六个平均得分差异的显著性。两种主要的偏好是具体的和以教师为中心的。这项研究的结果表明，学生更喜欢教师主导的、处理具体和应用任务而非抽象任务的学习体验。
