Learning styles of medical students change in relation to time

The aim of the present study was to investigate if any changes exist in the learning styles of medical students over time and in relation to different curriculum models with these learning styles. This prospective cohort study was conducted in three different medical faculties, which implement problem-based learning (PBL), hybrid, and integrated curriculum models. The study instruments were Kolb's Learning Style Inventory (LSI) and a questionnaire describing the students' demographic characteristics. Sample selection was not done, and all first-year students (n = 547) were targeted. This study was designed in two phases. In the first year, the study instruments were delivered to the target group. The next year, the same instruments were delivered again to those who had fully completed the first questionnaire (n = 525). Of these, 455 students had completed the instruments truly and constituted the study group. The majority of the students were assimilators and convergers in both the first and second years. A change in learning style was observed between 2 yr in 46.9% of the students in the integrated curriculum, in 49.3% of the students in the hybrid curriculum, and 56.4% of the students in the PBL curriculum. The least and most changes observed between the learning style groups were in assimilators and divergers, respectively. Curriculum models and other independent variables had no significant effect on the change between learning styles. The learning styles of medical students may change over time. Further followup studies in larger groups are needed to clarify this relation.     

The association between dopamine receptor (DRD4) gene polymorphisms and second language learning style and behavioral variability in undergraduate students in Turkey

The dopamine D4 receptor gene (DRD4) encodes a receptor for dopamine, a chemical messenger used in the brain. One variant of the DRD4 gene, the 7R allele, is believed to be associated with attention deficit hyperactivity disorder (ADHD). The aim of this study was to investigate the relationships between repeat polymorphisms in dopamine DRD4 and second language learning styles such as visual (seeing), tactile (touching), auditory (hearing), kinesthetic (moving) and group/individual learning styles, as well as the relationships among DRD4 gene polymorphisms and ADHD in undergraduate students. A total of 227 students between the ages of 17–21 years were evaluated using the wender utah rating scale and DSM-IV diagnostic criteria for ADHD. Additionally, Reid's perceptual learning style questionnaire for second language learning style was applied. In addition, these students were evaluated for social distress factors using the list of Threatening Events (TLE); having had no TLE, having had just one TLE or having had two or more TLEs within the previous 6 months before the interview. For DRD4 gene polymorphisms, DNA was extracted from whole blood using the standard phenol/chloroform method and genotyped using polymerase chain reaction. Second language learners with the DRD4.7+ repeats showed kinaesthetic and auditory learning styles, while students with DRD4.7-repeats showed visual, tactile and group learning, and also preferred the more visual learning styles \(\left( {\bar{X}:{ 3}. 70} \right)\) . We also demonstrated that the DRD4 polymorphism significantly affected the risk effect conferred by an increasing level of exposure to TLE.     

Gender differences in learning style preferences among undergraduate physiology students

Students have individual learning style preferences including visual (V; learning from graphs, charts, and flow diagrams), auditory (A; learning from speech), read-write (R; learning from reading and writing), and kinesthetic (K; learning from touch, hearing, smell, taste, and sight). These preferences can be assessed using the VARK questionnaire. We administered the VARK questionnaire to undergraduate physiology majors enrolled in a capstone physiology laboratory at Michigan State University; 48 of the 86 students (55.8%) who returned the completed questionnaire voluntarily offered gender information. The responses were tallied and assessed for gender difference in learning style preference; 54.2% of females and only 12.5% of males preferred a single mode of information presentation. Among the female students, 4.2% of the students preferred V, 0% of the students preferred A, 16.7% of the students preferred printed words (R), and 33.3% of the students preferred using all their senses (K). In contrast, male students were evenly distributed in preference, with 4.2% of the students preferring A, R, or K, respectively, while 0% of the students preferred V. Furthermore, 45.8% of female and 87.5% of male respondents preferred multiple modes [female: 2 modes (12.5%), 3 modes (12.5%), and 4 modes (20.8%); males: 2 modes (16.7%), 3 modes (12.5%), and 4 modes (58.3%)] of presentation. In summary, a majority of male students preferred multimodal instruction, specifically, four modes (VARK), whereas a majority of female students preferred single-mode instruction with a preference toward K. Thus, male and female students have significantly different learning styles. It is the responsibility of the instructor to address this diversity of learning styles and develop appropriate learning approaches.     

Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education?

The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods and academic achievement in them. This study was carried out with the participation of 170 first-year medical students (the participation rate was 91.4%). The researchers prepared sociodemographic and satisfaction questionnaires to determine the characteristics of the participants and their satisfaction levels with traditional training and PBL. The Kolb learning styles inventory was used to explore the learning styles of the study group. The participants completed all forms at the end of the first year of medical education. Indicators of academic achievement were scores of five theoretical block exams and five PBL exams performed throughout the academic year of 2008-2009. The majority of the participants took part in the "diverging" (n = 84, 47.7%) and "assimilating" (n = 73, 41.5%) groups. Numbers of students in the "converging" and "accommodating" groups were 11 (6.3%) and 8 (4.5%), respectively. In all learning style groups, PBL satisfaction scores were significantly higher than those of traditional training. Exam scores for "PBL and traditional training" did not differ among the four learning styles. In logistic regression analysis, learning style (assimilating) predicted student satisfaction with traditional training and success in theoretical block exams. Nothing predicted PBL satisfaction and success. This is the first study conducted among medical students evaluating the relation of learning style with student satisfaction and academic achievement. More research with larger groups is needed to generalize our results. Some learning styles may relate to satisfaction with and achievement in some instruction methods.     

Circadian preference and decision-making styles

The present study aimed to explore for the first time the relationship between circadian preference and different decision-making styles. In total, 501 young adults (330 females), with a mean age of 21.07 ± 1.99 years, took part in the study. The participants completed the reduced version of the morningness–eveningness questionnaire (rMEQ) and the general decision-making style inventory (GDMS). The rMEQ enabled to assess the circadian preference, with lower rMEQ scores pointing toward eveningness preference. The GDMS measured five decision-making styles: rational, intuitive, dependent, avoidant and spontaneous. Higher scores on each GDMS decision-making style reflect a higher prevalence of the corresponding style. A set of multiple regression analyses was performed with rMEQ score, gender and age as predictors together with each GDMS decision-making style as dependent variable. rMEQ score proved to be the only significant (negative) predictor of avoidant and spontaneous decision-making styles, i.e. lower rMEQ score (tendency toward eveningness) significantly predicted higher score at these decision-making styles. The present results suggest that eveningness preference is significantly related to avoidant and spontaneous decision-making styles in young adults. Such results will be discussed with reference to the effects of decision-making styles on decision-making in different types of workers and mental health.     

Student-generated instructional videos facilitate learning through positive emotions

The central focus of this study is a learning method in which university students produce instructional videos about the content matter as part of their learning process, combined with other learning assignments. The rationale for this is to promote a more multimodal pedagogy, and to provide students opportunities for a more learner-centred, motivating, active, engaging and productive role in their learning process. As such we designed a ‘video course’ where the students needed to produce an instructional video which could be used for university teaching. In addition to producing the video, the students needed to write a literature review of the topic of the video and a learning journal. At the end of the course the students filled a questionnaire regarding their learning and emotions during the project. Based on the students’ subjective answers, it appeared that producing a video, combined with writing the literature review can be an efficient way of learning. Most students found the project emotionally very positive and regarded it motivating to work on a video which they knew will have use in the future. This research suggests that a multimodal video project in a higher education setting enhances learning through increased motivation and positive emotions.     

Public Awareness of Melioidosis in Thailand and Potential Use of Video Clips as Educational Tools

Background

Melioidosis causes more than 1,000 deaths in Thailand each year. Infection occurs via inoculation, ingestion or inhalation of the causative organism (Burkholderia pseuodmallei) present in soil and water. Here, we evaluated public awareness of melioidosis using a combination of population-based questionnaire, a public engagement campaign to obtain video clips made by the public, and viewpoints on these video clips as potential educational tools about the disease and its prevention.

Methods

A questionnaire was developed to evaluate public awareness of melioidosis, and knowledge about its prevention. From 1 March to 31 April 2012, the questionnaire was delivered to five randomly selected adults in each of 928 districts in Thailand. A video clip contest entitled “Melioidosis, an infectious disease that Thais must know” was run between May and October 2012. The best 12 video clips judged by a contest committee were shown to 71 people at risk from melioidosis (diabetics). Focus group interviews were used to evaluate their perceptions of the video clips.

Results

Of 4,203 Thais who completed our study questionnaire, 74% had never heard of melioidosis, and 19% had heard of the disease but had no further knowledge. Most participants in all focus group sessions felt that video clips were beneficial and could positively influence them to increase adherence to recommended preventive behaviours, including drinking boiled water and wearing protective gear if in contact with soil or environmental water. Participants suggested that video clips should be presented in the local dialect with simple words rather than medical terms, in a serious manner, with a doctor as the one presenting the facts, and having detailed pictures of each recommended prevention method.

Conclusions

In summary, public awareness of melioidosis in Thailand is very low, and video clips could serve as a useful medium to educate people and promote disease prevention.

Presented in Part

World Melioidosis Congress 2013, Bangkok, Thailand, 18–20 September 2013 (abstract OS VII-04).     

Blood circulation laboratory investigations with video are less investigative than instructional blood circulation laboratories with live organisms

Live organisms versus digital video of the organisms were used to challenge students' naive ideas and misconceptions about blood, the heart, and circulatory patterns. Three faculty members taught 259 grade 10 biology students in a California high school with students from diverse ethnolinguistic groups who were divided into 5 classes using microscopes (128 students) and 5 classes using digital video (131 students) to compare blood transport among invertebrates, fish, and humans. The "What Is Happening in this Class?" (WIHIC) questionnaire was used for assessment of microscope and video groups to detect students' perception of their learning environment following these teaching interventions. The use of microscopes had a clear effect on the perception of the investigative aspects of the learning environment that was not detected with the video treatment. Findings suggest that video should not replace investigations with live organisms.     

Artificially generated cultural variation between two groups of captive monkeys, Colobus guereza kikuyuensis

The majority of studies of social learning in primates have tested subjects in isolation and investigated the effects of learning over very short periods of time. We aimed to test for social learning in two social groups of colobus monkeys, Colobus guereza kikuyuensis. Subjects were shown video footage of familiar monkeys either pushing or pulling a plastic flap to obtain a food reward, while they were given simultaneous access to the same apparatus. Action frequencies showed a significant difference between the two groups, with the pull group performing a higher proportion of pulls to pushes, compared with the push group. Copying persisted even in later sessions during which the demonstration footage was not being shown. We conclude that we successfully generated two contrasting behavioural traditions in these groups of monkeys. We do not know how long this contrast in behaviour would have persisted had we been able to continue testing for an even longer period of time, but further studies using similar designs and even longer test periods would have the power to confirm whether stable behavioural variation can be sustained between groups of monkeys, supported by social transmission.     

The sensory modality used for learning affects grades

Second-year undergraduated students from 2008, 2009, and 2010 cohorts were asked to respond a questionnaire to determine their learning style preferences, the VARK questionnaire (where V is visual, A is aural, R is reading-writing, and K is kinesthetic), which was translated into Spanish by the author. The translated questionnaire was tested for wording comprehension before its application in the actual study. Using the results of the VARK questionnaire, students were classified as unimodal or multimodal and according to the first preferred sensory modality used for learning as V, A, R, or K learners. Multiple-choice questions (MCQs) and problems that required simple arithmetic calculations (arithmetic-type questions) were applied to the students. The relation between the main sensory modality used for learning and the grades obtained in each question type was analyzed both in unimodal and multimodal students. It was found that R unimodal students performed significantly better in arithmetic questions than A and K unimodal students (P < 0.001 by a Bonferroni multiple-comparison test after ANOVA). R unimodal students also performed better than R multimodal students in arithmetic questions (P = 0.02 by a Mann-Whitney U-test). However, no differences were observed after MCQs in either unimodal or multimodal students with different first sensory modalities used for learning. When MCQ scores between unimodal and multimodal students were compared, no differences were detected. It was concluded that the sensory learning style used for learning affects student outcome when students receive arithmetic questions but not when MCQs are applied.     

Preliminary assessment of methods used to demonstrate nut-cracking behavior to five captive chimpanzees (Pan troglodytes)

Chimpanzees acquire nut-cracking skills by observation and trial and error. Studies of captive chimpanzees have shown the effectiveness of a skilled demonstrator. We examined the effectiveness of 3 live demonstration forms from which subjects could learn nut-cracking skills: a video of proficient conspecifics, human demonstration and the presence of a skilled conspecific performing the task. A male subject did not learn to crack open nuts after viewing a video of proficient conspecifics but quickly learned the skill following a demonstration by a human facilitator. Subsequently, 4 female chimpanzees were given the opportunity to learn the skill from the now proficient male, as well as from a video and human demonstration, but failed to do so.     

Adaptive learning style prediction in e-learning environment using levy flight distribution based CNN model

A learning style that focuses on individual learning is one of the most important aspects of any learning environment. Each learner has a unique manner of understanding, retaining, processing, and interpreting new information based on their learning styles. The ability of an e-learning system to automatically determine a student's learning style has become more essential. For learning events, the evolution of e-learning platforms provides students with higher opportunities online. In this paper, we proposed a Convolutional Neural Network-based Levy Flight Distribution (CNN-LFD) algorithm for learning style prediction. An adaptive e-learning system is divided into two sections: automatic learning style prediction and classification based on the number of learning styles included. Initially, the student logs in with their user ID, and the data is saved in the database. The features such as questionnaire score, login credentials (session ID, learner ID, and course ID), and login time (location, session ID) are extracted along with the sequence of the user's learning behavior. After that, the CNN-LFD algorithm predicts the learning styles of the learners namely Active/reflective, Sensing/intuitive, visual/verbal, sequential/global based on the extracted features. The dataset information are gathered from a Massive Open Online Course (MOOC), and the proposed model is built in JAVA software. The experimental results demonstrate higher classification accuracy during learning style prediction. The proposed CNN-LFD algorithm accomplishes 97.09% accuracy, 94.76% specificity, 92.12% sensitivity, and 97.56%, precision values than other methods.

     

Hands-on or Video-based Learning with ANTicipation? A Comparative Approach to Identifying Student Motivation and Learning Enjoyment During a Lesson about Ants

The observation of living animals in school laboratories provides authentic views of biological research. Various studies stress the importance of primary experiences in biology classes. However, educational films may serve as an alternative in some cases. The aim of this study was to investigate student motivation before and after treatments, including (1) an educational film, (2) a hands-on activity with living animals accompanied by an educational film and (3) a hands-on activity with living animals. We investigated the influence of teaching method, gender and class level on student motivation and learning enjoyment. In all treatments, Temnothorax ants were addressed, which can be easily kept and observed. This paper is within the scope of a longitudinal project based on the concept of ‘ant research’ in class. Students (N = 140) from six classes (lower and intermediate secondary school levels) participated in the study. Student motivation was measured using a two-stage test design, including a standardised questionnaire on current motivation and a test on learning enjoyment. The findings of this study suggest that the younger students prefer hands-on activities, while students at an intermediate secondary school level are more interested in video-based learning. Since the combination of hands-on activity and video yielded the best results, the potential of using videos as facilitators for hands-on learning is discussed.     

A Retrospective Analysis of the Effectiveness of a Modified Abdominal High Uterosacral Colpopexy in the Treatment of Uterine Prolapse

To evaluate the clinical value of a novel method for high uterosacral colpopexy in the treatment of uterine prolapse. Thirty-one cases with severe pelvic organ prolapse diagnosed by pelvic organ prolapse quantification (POP-Q) system received a novel high sacral colpopexy method. Clinical parameters associated perioperative period and 12?months after surgery and complications were analyzed. A questionnaire survey on pelvic floor distress inventory and pelvic organ prolapse/urinary incontinence and sexual function was implemented. Between January 2007 and June 2008, 31 patients successfully received a Modified Abdominal High Uterosacral Colpopexy. The mean operation time was 50?±?15?min, and the average blood loss was 100?±?20?mls. 28 Patients returned for a 1-year follow-up, and the average follow-up period was 14?±?6?months. According to POP-Q system evaluation, the rate of operational success reached 100?%. There were no significant intraoperative and postoperative complications. A total of 31 responses on pelvic floor distress inventory short form questionnaire and 24 responses on pelvic organ prolapse/urinary incontinence sexual questionnaire showed that there was statistical significant difference before and after the procedure. This novel, high uterosacral colpopexy method is a safe and effective method for the treatment of uterine prolapse.     

Does gender influence learning style preferences of first-year medical students?

Students have specific learning style preferences, and these preferences may be different between male and female students. Understanding a student's learning style preference is an important consideration when designing classroom instruction. Therefore, we administered the visual, auditory, reading/writing, kinesthetic (VARK) learning preferences questionnaire to our first-year medical students; 38.8% (97 of 250 students) of the students returned the completed questionnaire. Both male (56.1%) and female (56.7%) students preferred multiple modes of information presentation, and the numbers and types of modality combinations were not significantly different between genders. Although not significantly different, the female student population tended to be more diverse than the male population, encompassing a broader range of sensory modality combinations within their preference profiles. Instructors need to be cognizant of these differences and broaden their range of presentation styles accordingly.     

Continuing medical education in Maritime Canada: the methods physicians use,would prefer and find most effective.

A study of the continuing medical education of practising physicians in Nova Scotia, New Brunswick and Prince Edward Island was conducted in 1979-80 by means of a mailed questionnaire. Most of the responding physicians ranked reading as the method most used to update knowledge (73.3%) and skills (55.7%); courses and informal instruction were in second place for updating knowledge and skills respectively, ranked most used by 9.3% and 17.1%. With unlimited time and funds 38.0% and 20.5% of the physicians would still most prefer to read to update knowledge and skills respectively. However, 35.2% would most prefer to attend courses to update knowledge and 26.9% and 24.8% would most prefer to do clinical traineeships or attend courses to update skills. When asked what method of learning had provided the most impetus to change their ways of managing patients, 42.5% chose reading, 18.8% courses, 14.6% informal discussions and 12.4% formal consultations. Appropriate developments would therefore include improving methods of providing physicians with the best information available when it is needed, removing roadblocks to participation in continuing education programs, matching individual learning styles to programs of learning, training physicians as peer tutors and helping consultants become better instructors through written consultations.     

Learning biology and geology through a participative teaching approach: the effect on student attitudes towards science and academic performance

ABSTRACT

The investigation has demonstrated that the science teaching strategy employed moderates the interest of students in learning the subject, along with academic achievement. In this article we used a mixed method design in a sample of secondary education students (n = 57) to examine the effect of the participative teaching approach in attitudes towards science and student academic performance in the Biology and Geology subject. We also analysed the influence of student learning styles in their academic performance. The statistical results show that the participative methodology has a positive effect on attitude towards student attitudes towards science and academic performance; this finding has been triangulated with class observations and the vision of the teacher participating in the experience. Furthermore, we identified different significances between boys and girls in pre-test academic performance, which disappeared post-test. Despite this, in both measurements the boys showed greater interest in and enjoyment of science learning than the girls. Finally, we are able to conclude that academic performance is positively related to attitude towards science and with reflexive and theoretical learning styles.     

Exposing Diversity: A Methodological Approach to the Use of Video Narratives in Interdisciplinary Practices

This article explores the potential of ethnographic video narratives for collaborative learning in an interdisciplinary context. Previous research describes the area between tacit knowing and explicit knowledge as an area of “muddy water” that creates a space for constructing new understandings and knowledge. In this regard, video narratives can be seen as a pathway to feelings and other sensations, and therefore to tacit commonsense notions about the nature of practices. The question is how the methodical use of video narratives contributes to new understandings of practice. The article outlines a study in which two video narratives were presented in interdisciplinary focus groups in a nursing-home setting. The multilayered complexity of the video narratives, combined with different professional approaches to elderly care, opens up for diverse, opposing and detailed understandings of practice in the dialogue about the narratives. This diversity raises new questions about the nature of practice and seems to fuel a collaborative learning process. In conclusion, the article suggests that future interventions using video narratives would benefit from firmer facilitation and categorization of this diversity in order to enhance the potential for collaborative learning.     

Are cognition and personality related in budgerigars?

In recent years, researchers have been attempting to relate differences in personality (e.g., boldness, aggressiveness, exploration tendency) to variation in cognition (performances in tasks that require learning, reasoning, attention, or memory, etc.) both theoretically and empirically. However, it is unclear on what basis personality and cognition might be associated with each other. Previous theory suggests a connection between fast–slow personality types and cognitive speed–accuracy tradeoffs. In this study, we tested this hypothesis in budgerigars and found that, in their 1st associative learning, birds with fast personality (less fearful of handling stress) were fast learners in the beginning, while slow personality individuals improved faster, but both types of birds did not differ in accuracy. However, these relationships were context-dependent. No significant relationship was found in subsequent learning tasks (reversal learning and a 2nd associative learning) in the familiar context (task setup and apparatus similar to the 1st associative learning). We then conducted a problem-solving experiment with novel setup and apparatus to test 1 possible explanation that the association between personality and cognition in the 1st associative learning might be caused by noncognitive constraint, such as fearfulness when facing novel task setup and apparatus. We found that fast individuals interacted more with the problem box and solved it, whereas the slow birds were not. We suggest that personalities can influence cognitive performances and trigger a cognitive speed-improvement tradeoff under the novel context. However, there are no consistent cognitive styles that co-varied with different personalities.