Öz
Amaç:
Akdeniz Üniversitesi Diş Hekimliği Fakültesi klinik öncesi yıllardaki diş hekimliği lisans öğrencilerinin öğrenme stillerini değerlendirmek.
Gereç ve Yöntem:
Araştırma evreni, klinik öncesi yıllardaki tüm lisans öğrencilerinden oluşmaktadır (Yıl 1-3, n = 144). Araştırmaya katılmayı kabul eden ve ankete eksiksiz yanıt veren toplam 122 öğrenci (araştırma evreninin %85'i) analize dahil edilmiştir. Öğrencilerin öğrenme stillerini ortaya çıkarmak için Kolb'un öğrenme stili envanteri ve demografik özellikleri sorgulayan ek bir anket kullanılmıştır. Öğrenme stilleri ve bağımsız değişkenler arasında farklılık olup olmadığını araştırmak için ki-kare testi kullanılarak istatistiksel analiz yapılmıştır.
Bulgular:
Öğrenme stillerinin dağılımında büyük çoğunluğu özümseyen (% 44,3) ve değiştiren (% 37,7) öğrenme stili gruplarının oluşturduğu saptandı. Öğrenme stili dağılımında yıllar arasında anlamlı bir farklılık olmadığı belirlendi (P < 0.05). Öğrencilerin demografik özelliklerine (cinsiyet, lise mezuniyeti, diş hekimliğini isteği ile seçme, ikamet yeri, anne-baba eğitim durumu) ilişkin ankete göre, öğrenme stilleri ile incelenen değişkenler arasında istatistiksel olarak anlamlı bir fark bulunmamıştır. Literatürde sağlık alanını seçen öğrencilerin çoğunluğunun özümseyenler ve değiştirenler grubundan olduğu görülmektedir. Araştırma sonunda elde edilen bulgular öğrencilerin büyük çoğunluğunun benzer olduğunu göstermiştir.
Sonuç:
Bu çalışma ülkemizde diş hekimliği öğrencilerinin öğrenme stillerini ortaya koymayı amaçlayan ilk çalışmadır. Bulgularımız literatürdeki çalışmalarla benzerlik göstermektedir. Sonuçlarımızı genellemek için daha büyük gruplarla daha fazla araştırmaya ihtiyaç vardır.
Anahtar Kelimeler
Kaynakça
- 1. Aliakbari F, Parvin N, Heidari M, Haghani F. Learning theories application in nursing education. J Educ Health Promot 2015; 4(2): 2.
- 2. Shugerman R, Linzer M, Nelson K, Douglas J, Williams R, Konrad R. Pediatric generalists and subspecialists: determinants of career satisfaction. Pediatrics 2001; 108 (3); E40.
- 3. Abdelhadi A, Altalafha S. Investigating postgraduate physician’s learning style trend using multivariate statistical analysis. Educ Heal Chang Learn Pract 2018; 31(2): 136-7.
- 4. Gurpinar E, Alimoglu MK, Mamakli S, Aktekin M. Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education? Am J Physiol - Adv Physiol Educ 2010; 34(4): 192–6.
- 5. Kolb AY, Kolb DA. Learning styles and learning spaces: enhancing experiential learning in higher education. Acad Manag Learn Educ 2005; 4(2): 193-212.
- 6. Gurpinar E, Bati H, Tetik C. Learning styles of medical students change in relation to time. Am J Physiol - Adv Physiol Educ. 2011; 35(3): 307-11.
- 7. Goldie J. AMEE Education Guide no. 29: Evaluating educational programmes. Med Teach 2006; 28(3): 210-24.
- 8. Coker CA, Pedersen SJ. Context and test-retest reliability of kolb’s learning style inventory. Psychol Rep 2004; 95(1): 180-2.
- 9. Kolb DA, Boyatzis RE, Mainemelis C. Experiential learning theory: previous research and new directions. Book: Perspectives on thinking, learning, and cognitive styles. 1st Ed., 2001; 22.
- 10. Kolb DA. Experiential learning: experience as the source of learning and development. Prentice Hall 1984; (1984): 20-38.
- 11. Koohestani HR, Baghcheghi N. A comparison of learning styles of undergraduate health-care professional students at the beginning, middle, and end of the educational course over a 4-year study period (2015-2018). J Educ Health Promot 2020; 31(9): 208.
- 12. D’Amore A, James S, Mitchell EKL. Learning styles of first-year undergraduate nursing and midwifery students: A cross-sectional survey utilising the Kolb Learning Style Inventory. Nurse Educ Today 2012; 32(5): 506-15.
- 13. Bitran M, Zúñiga D, Pedrals N, Padilla O, Mena B. Medical students’ change in learning styles during the course of the undergraduate program: from “thinking and watching” to “thinking and doing”. Can Med Educ J 2012: 30; 3(2): e86-97.
- 14. Cortés Barré M, Gullén Olaya JF. Learning styles of undergraduate medical students. Univ Médica 2018; 59(2): 1-7.
- 15. Engels PT, De Gara C. Learning styles of medical students, general surgery residents, and general surgeons: implications for surgical education. BMC Med Educ 2010; 10(1): 1-6.
- 16. Danish KF, Awan AS. A study of students’ learning styles in a medical institution in Pakistan. Rawal Med J 2008; 33(2): 239-41.
- 17. Hamza M, Inam-Ul-Haq, Hamid S, Nadir M, Mehmood N. Effect of moderate learning style–teaching mode mismatch on academic performance among 2nd year medical students in Pakistan. Indian J Psychiatry 2018; 60(1): 109.
- 18. Lee HL, Huang S-H, Huang C-M. Evaluating the effect of three teaching strategies on student nurses’ moral sensitivity. Nurs Ethics 2017; 24(6): 732-43.
- 19. Sweet LR, Palazzi DL. Application of Kern’s Six-step approach to curriculum development by global health residents. Educ Health (Abingdon) 2015; 28(2): 138-41.
Öz
Objectives:
To assess the learning styles of undergraduate dental students in preclinical years at Akdeniz University in Antalya, Turkey.
Methods:
The research population consists of all undergraduate students in preclinical years (Year 1 to 3, n = 144). A total of 122 students (85% of the research population) who gave full answers to the questionnaire were determined and included in the analysis. Questionnaires with incomplete answers or errors were excluded (15%, n = 22). To reveal the students’ learning styles, Kolb’s learning style inventory and another questionnaire seeking demographic characteristics were used. Statistical analysis was performed using the chi-square test was used to investigate whether any differences existed in the learning styles and the examined variables.
Results:
The distribution of learning styles was mainly assimilators (44.3%) and divergers (37.7%) groups. It was determined that there was no significant difference in learning style distribution among the years (P < 0.05). According to the questionnaire related to demographic characteristics of the students (gender, high school graduation, choosing dentistry with their request, place of residence, parents' educational background), there was no statistically significant difference between learning styles and the examined variables. To the literature, the majority of the students who choose the health area were from the assimilators and divergers group. The findings obtained at the end of the study showed that the great majority of the students were similar.
Conclusion:
This study is the first study aiming to reveal the learning styles of dental students in our country. Our findings are similar to the studies in the literature. More research with larger groups is needed to generalize our results.
Anahtar Kelimeler
Kaynakça
- 1. Aliakbari F, Parvin N, Heidari M, Haghani F. Learning theories application in nursing education. J Educ Health Promot 2015; 4(2): 2.
- 2. Shugerman R, Linzer M, Nelson K, Douglas J, Williams R, Konrad R. Pediatric generalists and subspecialists: determinants of career satisfaction. Pediatrics 2001; 108 (3); E40.
- 3. Abdelhadi A, Altalafha S. Investigating postgraduate physician’s learning style trend using multivariate statistical analysis. Educ Heal Chang Learn Pract 2018; 31(2): 136-7.
- 4. Gurpinar E, Alimoglu MK, Mamakli S, Aktekin M. Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education? Am J Physiol - Adv Physiol Educ 2010; 34(4): 192–6.
- 5. Kolb AY, Kolb DA. Learning styles and learning spaces: enhancing experiential learning in higher education. Acad Manag Learn Educ 2005; 4(2): 193-212.
- 6. Gurpinar E, Bati H, Tetik C. Learning styles of medical students change in relation to time. Am J Physiol - Adv Physiol Educ. 2011; 35(3): 307-11.
- 7. Goldie J. AMEE Education Guide no. 29: Evaluating educational programmes. Med Teach 2006; 28(3): 210-24.
- 8. Coker CA, Pedersen SJ. Context and test-retest reliability of kolb’s learning style inventory. Psychol Rep 2004; 95(1): 180-2.
- 9. Kolb DA, Boyatzis RE, Mainemelis C. Experiential learning theory: previous research and new directions. Book: Perspectives on thinking, learning, and cognitive styles. 1st Ed., 2001; 22.
- 10. Kolb DA. Experiential learning: experience as the source of learning and development. Prentice Hall 1984; (1984): 20-38.
- 11. Koohestani HR, Baghcheghi N. A comparison of learning styles of undergraduate health-care professional students at the beginning, middle, and end of the educational course over a 4-year study period (2015-2018). J Educ Health Promot 2020; 31(9): 208.
- 12. D’Amore A, James S, Mitchell EKL. Learning styles of first-year undergraduate nursing and midwifery students: A cross-sectional survey utilising the Kolb Learning Style Inventory. Nurse Educ Today 2012; 32(5): 506-15.
- 13. Bitran M, Zúñiga D, Pedrals N, Padilla O, Mena B. Medical students’ change in learning styles during the course of the undergraduate program: from “thinking and watching” to “thinking and doing”. Can Med Educ J 2012: 30; 3(2): e86-97.
- 14. Cortés Barré M, Gullén Olaya JF. Learning styles of undergraduate medical students. Univ Médica 2018; 59(2): 1-7.
- 15. Engels PT, De Gara C. Learning styles of medical students, general surgery residents, and general surgeons: implications for surgical education. BMC Med Educ 2010; 10(1): 1-6.
- 16. Danish KF, Awan AS. A study of students’ learning styles in a medical institution in Pakistan. Rawal Med J 2008; 33(2): 239-41.
- 17. Hamza M, Inam-Ul-Haq, Hamid S, Nadir M, Mehmood N. Effect of moderate learning style–teaching mode mismatch on academic performance among 2nd year medical students in Pakistan. Indian J Psychiatry 2018; 60(1): 109.
- 18. Lee HL, Huang S-H, Huang C-M. Evaluating the effect of three teaching strategies on student nurses’ moral sensitivity. Nurs Ethics 2017; 24(6): 732-43.
- 19. Sweet LR, Palazzi DL. Application of Kern’s Six-step approach to curriculum development by global health residents. Educ Health (Abingdon) 2015; 28(2): 138-41.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Diş Hekimliği |
| Bölüm | Araştırma Makaleleri |
| Yazarlar | |
| Yayımlanma Tarihi | 27 Temmuz 2022 |
| Gönderilme Tarihi | 12 Nisan 2022 |
| Yayımlandığı Sayı | Yıl 2022 Cilt: 1 Sayı: 1 |
Başlangıç: 2022
Yayın Aralığı: Yılda 3 sayı
Yayıncı: Akdeniz Üniversitesi