Comparison between the Learning Style of Medical Freshmen and Fifth-year Students and its Relationship with their Educational Achievement
Strides in Development of Medical Education: January 20, 2010, 6 (2); e61226
January 20, 2010
Article Type: Research Article
September 02, 2017
September 17, 2009
A, Sabouri Kashani
M , Beiglarkhani
M . Comparison between the Learning Style of Medical Freshmen and Fifth-year Students and its Relationship with their Educational Achievement,
Strides Dev Med Educ.
Background & Objective: Students’ learning style, as one of the effective factors on learning and
academic achievement, is always taken into consideration in a successful educational system.
Identifying learners’ learning style would lead to selecting more appropriate teaching methods by
teachers and learning styles by learners. Therefore, this study was aimed to identify medical
students’ learning style and its relationship with their academic achievement.
Methods: In this descriptive-analytic study, medical freshmen and fifth-year students of Tehran
University of Medical Sciences participated by completing the standard questionnaire of Kolb's.
The average of all students’ theoretical and practical exam scores together with the fifth-year
students’ OSCE and pre-internship exam scores were considered as indices for academic
Results: The most common learning styles among the freshmen were convergent (50.3%) and
assimilation (36.6%) whereas the fifth-year medical students mentioned convergent (69%) and
accommodation (16.7%). There was a statistically significant difference between learning styles in
both student groups (P=0.0001); convergent and accommodation learning styles were more
common among fifth-year students compared with the freshmen while such a result was the
inverse for divergent and assimilation learning styles. There was no significant difference between
learning style and students’ academic achievement.
Conclusion: As convergent learning style was considered to be the dominant one, and simulation,
laboratory assignments and problem–based learning are the most suitable learning atmospheres, it
is appreciated if educational planners prepare such environments.
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