Academic Journal
Validation of learning style measures: implications for medical education practice.
| Τίτλος: | Validation of learning style measures: implications for medical education practice. |
|---|---|
| Συγγραφείς: | Chapman, Dane M, Calhoun, Judith G |
| Πηγή: | Medical Education; Jun2006, Vol. 40 Issue 6, p576-583, 8p, 3 Charts |
| Θεματικοί όροι: | Cognitive styles, Cognitive learning theory, Problem-based learning, Computer assisted instruction, Medical education, Curriculum |
| Περίληψη: | Background It is unclear which learners would most benefit from the more individualised, student-structured, interactive approaches characteristic of problem-based and computer-assisted learning. The validity of learning style measures is uncertain, and there is no unifying learning style construct identified to predict such learners. Objective This study was conducted to validate learning style constructs and to identify the learners most likely to benefit from problem-based and computer-assisted curricula. Methods Using a cross-sectional design, 3 established learning style inventories were administered to 97 post-Year 2 medical students. Cognitive personality was measured by the Group Embedded Figures Test, information processing by the Learning Styles Inventory, and instructional preference by the Learning Preference Inventory. The 11 subscales from the 3 inventories were factor-analysed to identify common learning constructs and to verify construct validity. Concurrent validity was determined by intercorrelations of the 11 subscales. Results A total of 94 pre-clinical medical students completed all 3 inventories. Five meaningful learning style constructs were derived from the 11 subscales: student- versus teacher-structured learning; concrete versus abstract learning; passive versus active learning; individual versus group learning, and field-dependence versus field-independence. The concurrent validity of 10 of 11 subscales was supported by correlation analysis. Medical students most likely to thrive in a problem-based or computer-assisted learning environment would be expected to score highly on abstract, active and individual learning constructs and would be more field-independent. Conclusions Learning style measures were validated in a medical student population and learning constructs were established for identifying learners who would most likely benefit from a problem-based or computer-assisted curriculum. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Complementary Index |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://resolver.ebsco.com/c/fiv2js/result?sid=EBSCO:edb&genre=article&issn=03080110&ISBN=&volume=40&issue=6&date=20060601&spage=576&pages=576-583&title=Medical Education&atitle=Validation%20of%20learning%20style%20measures%3A%20implications%20for%20medical%20education%20practice.&aulast=Chapman%2C%20Dane%20M&id=DOI:10.1111/j.1365-2929.2006.02476.x Name: Full Text Finder (for New FTF UI) (ns324271) Category: fullText Text: Full Text Finder MouseOverText: Full Text Finder |
|---|---|
| Header | DbId: edb DbLabel: Complementary Index An: 20857376 RelevancyScore: 833 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 832.628540039063 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Validation of learning style measures: implications for medical education practice. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chapman%2C+Dane+M%22">Chapman, Dane M</searchLink><br /><searchLink fieldCode="AR" term="%22Calhoun%2C+Judith+G%22">Calhoun, Judith G</searchLink> – Name: TitleSource Label: Source Group: Src Data: Medical Education; Jun2006, Vol. 40 Issue 6, p576-583, 8p, 3 Charts – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Cognitive+styles%22">Cognitive styles</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+learning+theory%22">Cognitive learning theory</searchLink><br /><searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background It is unclear which learners would most benefit from the more individualised, student-structured, interactive approaches characteristic of problem-based and computer-assisted learning. The validity of learning style measures is uncertain, and there is no unifying learning style construct identified to predict such learners. Objective This study was conducted to validate learning style constructs and to identify the learners most likely to benefit from problem-based and computer-assisted curricula. Methods Using a cross-sectional design, 3 established learning style inventories were administered to 97 post-Year 2 medical students. Cognitive personality was measured by the Group Embedded Figures Test, information processing by the Learning Styles Inventory, and instructional preference by the Learning Preference Inventory. The 11 subscales from the 3 inventories were factor-analysed to identify common learning constructs and to verify construct validity. Concurrent validity was determined by intercorrelations of the 11 subscales. Results A total of 94 pre-clinical medical students completed all 3 inventories. Five meaningful learning style constructs were derived from the 11 subscales: student- versus teacher-structured learning; concrete versus abstract learning; passive versus active learning; individual versus group learning, and field-dependence versus field-independence. The concurrent validity of 10 of 11 subscales was supported by correlation analysis. Medical students most likely to thrive in a problem-based or computer-assisted learning environment would be expected to score highly on abstract, active and individual learning constructs and would be more field-independent. Conclusions Learning style measures were validated in a medical student population and learning constructs were established for identifying learners who would most likely benefit from a problem-based or computer-assisted curriculum. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edb&AN=20857376 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/j.1365-2929.2006.02476.x Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 576 Subjects: – SubjectFull: Cognitive styles Type: general – SubjectFull: Cognitive learning theory Type: general – SubjectFull: Problem-based learning Type: general – SubjectFull: Computer assisted instruction Type: general – SubjectFull: Medical education Type: general – SubjectFull: Curriculum Type: general Titles: – TitleFull: Validation of learning style measures: implications for medical education practice. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chapman, Dane M – PersonEntity: Name: NameFull: Calhoun, Judith G IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2006 Type: published Y: 2006 Identifiers: – Type: issn-print Value: 03080110 Numbering: – Type: volume Value: 40 – Type: issue Value: 6 Titles: – TitleFull: Medical Education Type: main |
| ResultId | 1 |