Öğrenme stilleri ve öğrenme yaklaşımları: Birbirleri ile ilişkili mi ve tıp eğitimi sırasında değişiyor mu?

Year 2017, , 82 - 91, 14.05.2017

Ayşe Hilal Batı , Nilüfer Demiral Yılmaz Tahir Yağdı

https://doi.org/10.5472/marumj.344818

Abstract

Amaç: Araştırmanın amacı, Ege Üniversitesi Tıp Fakültesi

öğrencilerinin eğitim süreçlerinde öğrenme stil ve yaklaşımlarının

belirlenmesi ve öğrenme stilleri ile öğrenme yaklaşımları

arasındaki ilişkinin değerlendirilmesidir.

Gereç ve Yöntem: Araştırma, 2008-2009 akademik yılında

Ege Üniversitesi Tıp Fakültesinde eğitime başlayan öğrencilerin

eğitimlerinin 1., 2. ve 4. yıllarında gerçekleştirilmiştir. Araştırmada

kullanılan ölçekleri üç akademik yılda da eksiksiz olarak dolduran

öğrenciler araştırma grubunu oluşturmuştur. Öğrencilerin her

dönemdeki öğrenme stilleri ve öğrenme yaklaşımları belirlenmiştir.

Bulgular: Öğrencilerin ilerleyen eğitim yıllarında belirlenen,

ayrıştıran ve değiştiren öğrenme stillerindeki artış ve özümseyen

stildeki azalma istatistiksel önem taşımamaktadır. Öğrencilerin

yıllar içinde derin öğrenme yaklaşım puanlarındaki azalma

önemlidir. Öğrenme stilleri ile öğrenme yaklaşımları arasındaki

ilişki değerlendirildiğinde ilk iki yılda değiştiren öğrenme stiline

sahip öğrencilerin derin yaklaşım puanlarının daha düşük olduğu,

4. yılda ise öğrenme stil ve yaklaşımları arasında ilişki olmadığı

saptanmıştır.

Sonuç: Ege Üniversitesi Tıp Fakültesi öğrencilerinin üç

farklı dönemdeki öğrenme stili izlemleri, detayları önemseyerek

bütünü anlamaya çalışan, sorun çözümüne yönelen, geleneksel

öğrenmeden uzaklaşan bir yönelimi işaret etmektedir. Derin

öğrenme yaklaşımlarındaki azalma sınav sistemine bağlanabilir.

Keywords

Öğrenme, Öğrenme stilleri, Öğrenme yakaşımları, Mezuniyet öncesi tıp eğitimi

Learning styles and learning approaches: How closely are they associated with each other and do they change during medical education?

Abstract

Objectives: This study aims to determine medical students’

learning styles and approaches and to evaluate the relationship

between them, as well as observe whether any changes occur in

these during the course of their education.

Methods and Materials: This research was carried out on

students who were enrolled in 2008-2009 and was conducted in

their first, second and fourth years. The study group consisted of

students who had fully completed the scales of measurement used

for this research in all years. Learning styles and approaches were

determined for each period.

Results: An increase in the convergent and divergent styles

and a decrease in the assimilator style, determined over the years

were not statistically significant. The decline in the deep learning

approach scores was important. Evaluating the relationship between

the learning styles and approaches, we found that the deep learning

approach scores with the divergent style were lower in the first two

years; however, no relationship was observed in the fourth year.

Conclusions: The learning style follow-up study indicates

a trend among students who will try to understand the whole by

giving importance to details, to focus on problem solving, and

to move away from traditional learning. The decrease in deep

learning approaches may be linked to the nature of assignments

and testing systems.

Keywords

Learning, Learning styles, Learning approaches, Undergraduate medical education

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