medigraphic.com

2013, Number 6

<< Back Next >>

Rev Med Inst Mex Seguro Soc 2013; 51 (6)

Learning styles in medical residents and their professors of a pediatric hospital

Juárez-Muñoz IE, Gómez-Negrete A, Varela-Ruiz M, Mejía-Aranguré JM, Mercado-Arellano JA, Sciandra-Rico MM, Matute-González MM

Language: Spanish
References: 24
Page: 614-619
PDF size: 60.01 Kb.


ABSTRACT

Background: the learning styles are cognitive, emotional, and psychological characteristics, which function as relatively stable indicators of how teachers and students perceive, interact, and respond to their learning environments. Knowing students’ styles allows teachers to have tools to improve medical education. Our objective was to identify learning styles in pediatric residents and professors from a pediatric hospital.
Methods: a learning styles questionnaire was applied to residents and theirs professors; data was analyzed in SPSS 12 software.
Results: the dominant learning style in pediatric residents was reflexive and for professors’ was theorist. There wasn’t difference between sex, and between medical or surgical specialities. There was more correlation between professors and residents when there was an increase in training time.
Conclusions: the learning styles between professors and residents are different, especially at the beginning of the medical specialty courses, that’s why it is necessary to realize a confrontation between the students’ learning styles and teaching methods used by professors to improve signifi cant learning. To know learning styles gives residents an important alternative to find a better study strategy.


REFERENCES

  1. Alonso CM. Estilos de aprendizaje. En: Manual de asesoramiento y orientación vocacional. Madrid, España: Síntesis; 1994. p. 340-52.

  2. Gregory AF. Learning/teaching styles: potent forces behind them. Educational Leadership. 1979;36(4): 234-6.

  3. Butler A. Learning styles across content areas. En: Students learning styles and brain behaviour: programs, instrumentation, research. Reston, Virginia: National Association of Secondary School Principals; 1982.

  4. Smith RM. Learning how to learn: applied theory for adults. Milton Keynes, UK: Open University Press; 1983.

  5. Keefe JW. Learning style: an overview. En: Student learning styles: diagnosis and prescribing programs. Reston, Virginia: National Association of Secondary School Principals; 1979.

  6. Nogales F. Estrategias educativas. Barcelona, España: 2001: 6-10. Disponible en libro digital http://www. quadernsdigitals.net/datos_web/biblioteca/l_1343/ enLinea/0.htm

  7. Price GE, Griggs SA. Counseling college students through their individual learning styles. Ann Arbor, Michigan: University of Michigan, ERIC; 1985. Texto libre en http://fi les.eric.ed.gov/fulltext/ED265455.pdf

  8. Kolb D. Experiential learning: experience as the source of learning and development. Englewood Cliffs, New Jersey: Prentice-Hall; 1984.

  9. Alonso CM, Gallego DJ, Honey P. Los estilos de aprendizaje. Procedimientos de diagnóstico y mejora. Cuarta edición: Bilbao, España: Mensajero; 1999.

  10. Fischer BB, Fischer L. Styles teaching and learning. Educational Leadership. 1979;36(4):245-59.

  11. Katz N. Individual learning style: Israeli norms and cross-cultural equivalence of Kolb´s learning style inventory. J Cross Cultural Psychol. 1988;19(3): 361-79.

  12. Escurra-Mayaute LM. Análisis psicométrico del Cuestionario de Honey y Alonso de estilos de Aprendizaje (CHAEA) con los modelos de la teoría clásica de los tests y de Rash. Persona. 2011;(14):71-109.

  13. Locchart D, Schmerck RR. Learning styles and classroom evaluation methods: different strokes for different folks. Coll Student J. 1983;117(1):94-9.

  14. 14 Alonso CM. Estilos de aprendizaje tutorial y enseñanza a distancia. En IV Asamblea, UNAAIESAD. Rev Invest Educ. 1990;19:97-102.

  15. Schor J, Burket D, Luongo M, Seidel JS. How we teach and how they learn. Indian J Pediatr. 1989;56 (1):19-28.

  16. 16 Kosower E, Berman N. Comparison of Pediatric resident and faculty learning styles: implications for medical education. Am J Med Sci. 1996;312(5):214-8.

  17. Greenberg LW, Goldberg RM, Foley RP. Learning preference and personality type: their association in paediatric residents. Med Educ. 1996;30(4):307-11.

  18. Dunn R, Dunn K. La enseñanza y estilo de aprendizaje. Madrid, España: Anaya; 1984.

  19. Fortoul TI, Varela-Ruiz M, Ávila-Acosta MR, López- Martínez S, Nieto DM. Factores que infl uyen en los estilos de aprendizaje en el estudiante de medicina. Rev Educ Super. 2006;35(138):55-62.

  20. Martin IG, Stark P, Jolly B. Benefi ting from clinical experience: the infl uence of learning style and clinical experience on performance in an undergraduate objective structured clinical examination. Med Educ. 2000;34(7):530-4.

  21. Wass V, Roberts C, Hoogenboom R, Jones R, van der Vleuten C. Effect of ethnicity on performance in a fi nal objective structured clinical examination: qualitative and quantitative study. BMJ. 2003;326(7393):800-3.

  22. Liddell MJ, Koritsas S. Effect of medical students´ ethnicity on their attitudes towards consultation skills and fi nal year examination performance. Med Educ. 2004;38(2):187-98.

  23. Leung WC. Clinical experience and performance in fi nal examinations: teaching styles need to be reviewed to help students with inappropriate learning styles. BMJ. 1998;316(7149):1984.

  24. Mayor-Sánchez J, Suengas A, González-Márquez J. Estrategias metacognitivas: aprender a aprender y aprender a pensar. Madrid, España: Síntesis; 1993.




2020     |     www.medigraphic.com