Lynch T G, Woelfl N N, Steele D J, Hanssen C S
Department of Surgery, College of Medicine, University of Nebraska Medical Center, Omaha 68198-4395, USA.
Am J Surg. 1998 Jul;176(1):62-6. doi: 10.1016/s0002-9610(98)00107-x.
The Kolb Learning Style Inventory (LSI) measures preference for each of four learning orientations: abstract conceptualization, concrete experience, active experimentation, and reflective observation. These orientations define four learning styles: convergence, divergence, assimilation, and accommodation.
To determine if learning style correlates with objective multiple-choice and clinical measures of performance, the learning styles of third-year medical students (n = 227) were evaluated using the LSI. Performance was assessed using the United States Medical Licensing Examination step 1 (USMLE 1), the National Board of Medical Examiners (NBME) multiple-choice surgical subject examination (MCQ), and NBME computer-based case simulations (CBX).
The data showed a significant (P < or = 0.05) relationship between learning style and performance on the USMLE 1. There was a significant (P < or = 0.05) and direct correlation between an abstract orientation and performance on the USMLE 1 (r = 0.33) and MCQ (r = 0.20). There was no relationship between learning style and clinical performance measured using the CBX.
These data demonstrate that performance on objective measures of academic achievement is influenced by learning style, while application of that knowledge in the management of clinical situations may require additional skills beyond those measured.
科尔布学习风格量表（LSI）用于衡量对四种学习取向的偏好：抽象概念化、具体体验、主动实验和反思观察。这些取向定义了四种学习风格：聚合型、发散型、同化型和顺应型。
为了确定学习风格是否与客观选择题及临床绩效指标相关，使用LSI对三年级医学生（n = 227）的学习风格进行评估。使用美国医师执照考试第一步（USMLE 1）、美国国家医学考试委员会（NBME）的选择题外科科目考试（MCQ）以及NBME基于计算机的病例模拟（CBX）来评估绩效。
数据显示学习风格与USMLE 1的成绩之间存在显著（P≤0.05）关系。抽象取向与USMLE 1成绩（r = 0.33）和MCQ成绩（r = 0.20）之间存在显著（P≤0.05）的直接相关性。学习风格与使用CBX衡量的临床绩效之间没有关系。
这些数据表明，学术成就的客观衡量指标成绩受学习风格影响，而在临床情况管理中应用该知识可能需要超出所测量范围的额外技能。
