The potential of the inventory of learning styles to study students' learning patterns in three types of medical curricula  

Oleh:

Veken, J. Van der ; Valcke, M. ; Muijtjens, A. ; Maeseneer, J. De ; Derese, A.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Medical Teacher (keterangan: ada di Proquest) vol. 30 no. 9-10 (Nov. 2008), page 863.

Ketersediaan

Perpustakaan FK Nomor Panggil: M37.K.2008.03 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

Background: Introducing innovative curricular designs can be evaluating by scrutinizing the learning patterns students use. Aim: Studying the potential of Vermunt's Inventory of Learning Styles (ILS) in detecting differences in student learning patterns in different medical curricula. Methods: Cross-sectional between-subjects comparison of ILS-scores in third-year medical students in a conventional, an integrated contextual and a PBL-curriculum using one-way post hoc ANOVA. Results: Response rate was 85%: 197 conventional, 130 integrated contextual and 301 PBL students. The results show a differential impact from the three curricula. In relation to processing strategies, the students in the problem-based curriculum showed less rote learning and rehearsing, greater variety in sources of knowledge used and less ability to express study content in a personal manner than did the students in the conventional curriculum. The students of the integrated contextual curriculum showed more structuring of subject matter by integrating different aspects into a whole. In relation to regulation strategies, the students in the problem-based curriculum showed significantly more self-regulation of learning content and the students in the integrated contextual curriculum showed lower levels of regulation. As to learning orientations, the students in the problem-based curriculum showed less ambivalence and the students of the conventional curriculum were less vocationally oriented. Conclusion: The study provides empirical support for expected effects of traditional and innovative curricula which thus far were not well supported by empirical studies.

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