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Medical graduates learning styles and their five-year graduation examinations preliminary study on the relationship

Author: AnShuZuo
Tutor: YuXiaoSong
School: China Medical University
Course: Social Medicine and Health Management
Keywords: Objective Structured Clinical Examination Learning Styles Medical Students
CLC:
Type: Master's thesis
Year: 2010
Downloads: 123
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Abstract

Preface \universal attention. Among researchers, the David Coble (David Kolb) research concern. Kolb experiential learning in 1984 that the theory of learning includes four separate areas: (1) specific experience (concrete experience, CE) (2) reflective observation (reflective observation, RO) (3) abstract (abstract conceptualization, AC ) (4) Active Practice (active experimentation, AE). Kolb these four areas are divided into two dimensions: one is the information perception dimension, a dimension of information processing. According to individual preferences on four areas in varying degrees, Kolb learning style will be divided into four types: assimilative, convergent, divergent and practice type. Foreign scholars on the relationship between learning styles and academic performance for a large number of in-depth research, the results show that, learning styles and academic performance are closely linked. Learning styles and academic performance in a related study, Dunn couple of much attention, and by the United States strongly supported the education sector, is widely used in the United States and in all types of schools grades. Our research on learning styles began in the 1990s, mostly concentrated in the field of language learning classes, few studies in the field of medical education and learning style theory to the OSCE exams medical students study less. In this study, through the learning styles of medical graduates and their objective structured clinical examination (Objective Structured Clinical Examination, referred OSCE) scores relationship preliminary studies aimed at discovering different learning styles of students OSCE scores whether differences in medical research students 'learning style characteristics, and thus for the further development of teaching programs to improve students' ability to provide the basis for clinical practice. Subjects and Methods China Medical University in 2009 to participate in OSCE's five-year clinical undergraduate medical students as research subjects, a total of 353 people, including 155 boys, 198 girls. Exam time for the 2009 May 11 to May 22, the First Affiliated Hospital of China Medical University clinical skills training center, in accordance with test design, the daily total of the morning, afternoon and evening study group 3 exams, each 10 people. In this study, \Difference for each index using the chi-square test or analysis of variance, correlation between variables using correlation analysis, in strict accordance proctored exam requirements, serious examination discipline, reducing its reliability and validity of the examination of degree. All are using Excel2003 data entry software, statistical analyzes were performed using SPSS13.0 software. Results a, OSCE basic situation of the entire OSCE exam reliability was 0.72, the difficulty of 0.83, 0.34 discrimination, the average score of 52.91 this exam, a standard deviation of 4.86. Second, the distribution of learning styles in this study, the clinical undergraduate constitute four learning styles differ, in which the number of assimilation-and convergent majority (40.1 percent and 30.8 percent), while the divergent number and practice-based too few (only 16.1% and 13.0% respectively). Learning styles of boys and girls no statistical significance. From the student's learning process preferences tend to look in the processing of information dimension, students observe and reflect on aspects of the initiative on the part of sharing were 32.7 points and 29 points, respectively, fall in the range of 60% -80% and 40% -60 % range; dimension in the perception of information, students in the specific experience an average score of 24.5 points, fell 40% -60% range, on the abstractions were divided into 33.8 points, fell 60% -80% range . Learning styles and student achievement through the comparison between the different learning styles of students is divided and physical examination skills of comparing differences (P lt; 0.05); medical students with different learning styles have more questions fractional difference (P <0.05) ; students with different learning styles test stations surgical, surgical contents interrogation, surgical interrogation techniques, surgical examination points respectively compared with a difference (P <0.05); different learning styles of students score gynecological interrogation techniques there are differences (P lt ; 0.05). Student's learning process and student achievement preference correlation exists: SP test station preference scores and specific experience (CE) showed a low positive correlation with abstractions preferences (AC) showed a low negative correlation, non-SP achievements and test station abstract preference (AC) was low positive correlation; interrogation skills and specific experience preferences (CE) were low positive correlation, physical examination skills and active practice preferences (AE) and specific experience preferences (CE) showed a low positive correlation; mental research station preferences and reflective observation (RO) showed a low positive correlation, psychiatric interrogation techniques and abstractions preferences (AC) showed a low negative correlation; pediatric practice and active interrogation content preferences (AE) showed a low positive relevant; surgical examination of the specific experience (CE) and reflective observation (RO) showed a low positive correlation with the active practice (AE) were moderately negatively correlated preferences; short station and abstractions preferences (AC) showed a low positive correlation , CCS test scores and abstraction station preferences (AC) showed a low positive correlation. Conclusion 1, clinical five year undergraduate medical students solid theoretical basis, but the innovation and practical ability is relatively low. Two, five-year clinical undergraduate students tend to prefer the characteristics of the learning process: The study found that students have a positive practical sense, the processing ability of information, but the student population is unknown sensation, poor ability to communicate with people. 3, learning styles and OSCE scores correlation analysis: divergent students poor performance in OSCE exams, assimilation-and practice-based student is relatively good; practice and specific experience with active student preferences tend to collect medical history, physical examination, and patient communication and processing patient relationship and other clinical ability; rather abstract preference tendency poor communication skills of students, but in non-SP test stations (including short-stations and CCS) in better performance. 4, in the process of teaching medical students, for students to create exchanges and hands-on opportunity to explore individualized instruction for students with different learning styles using different teaching methods, maximize the individual's strengths, so that students find for their own learning, and ultimately improve the students' ability to operate in clinical practice.

Medical graduates learning styles and their five-year graduation examinations preliminary study on the relationship

Abstract

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