The potential of the inventory of learning styles to study students' learning patterns in three types of medical curricula.
Background: Introducing innovative curricular designs can be evaluating by scrutinizing the learning patterns students use. Aim: Studying the potential of Vermunt's Inventory of Learning Styles (ILS) in detecting differences in student learning patterns in different medical curricula. Methods: Cross...
| Published in: | Medical Teacher Vol. 30; no. 9/10; pp. 863 - 870 |
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| Main Authors: | , , , , |
| Format: | research tables/charts Journal Article |
| Published: |
Taylor & Francis Ltd
Nov2008
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105450511&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105450511 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0142159X MCH jtl: Medical Teacher issn: 0142159X maglogo: Y pubinfo: dt: Nov2008 vid: 30 iid: 9/10 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 105450511 2010191617 10.1080/01421590802141167 NLM18821163 105450511 ppf: 863 ppct: 7 formats: tig: atl: The potential of the inventory of learning styles to study students' learning patterns in three types of medical curricula. aug: au: Van Der Veken J Valcke M Muijtjens A De Maeseneer J Derese A affil: Centre for Educational Development, Ghent University, Belgium sug: subj: Curriculum Education, Medical Learning Methods Teaching Methods Belgium Coefficient alpha Comparative Studies Convenience Sample Cross Sectional Studies Data Analysis Software Models, Educational One-Way Analysis of Variance Outcomes of Education Paired T-Tests Post Hoc Analysis Problem-Based Learning Questionnaires Schools, Medical Students, Medical Human ab: Background: Introducing innovative curricular designs can be evaluating by scrutinizing the learning patterns students use. Aim: Studying the potential of Vermunt's Inventory of Learning Styles (ILS) in detecting differences in student learning patterns in different medical curricula. Methods: Cross-sectional between-subjects comparison of ILS-scores in third-year medical students in a conventional, an integrated contextual and a PBL-curriculum using one-way post hoc ANOVA. Results: Response rate was 85%: 197 conventional, 130 integrated contextual and 301 PBL students. The results show a differential impact from the three curricula. In relation to processing strategies, the students in the problem-based curriculum showed less rote learning and rehearsing, greater variety in sources of knowledge used and less ability to express study content in a personal manner than did the students in the conventional curriculum. The students of the integrated contextual curriculum showed more structuring of subject matter by integrating different aspects into a whole. In relation to regulation strategies, the students in the problem-based curriculum showed significantly more self-regulation of learning content and the students in the integrated contextual curriculum showed lower levels of regulation. As to learning orientations, the students in the problem-based curriculum showed less ambivalence and the students of the conventional curriculum were less vocationally oriented. Conclusion: The study provides empirical support for expected effects of traditional and innovative curricula which thus far were not well supported by empirical studies. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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