BibTex RIS Kaynak Göster

Do students’ styles of learning affect how they adapt to learning methods and to the learning environment?

Yıl 2015, , 81 - 89, 14.09.2015

Kenan Topal Özlem Sarıkaya , Ramazan Basturk Akile Buke

https://doi.org/10.5472/MMJoa.2802.04

Öz

Objectives: The process of development and evaluation of undergraduate medical education programs should include analysis of learners’ characteristics, needs, and perceptions about learning methods. This study aims to evaluate medical students’ perceptions about problem-based learning methods and to compare these results with their individual learning styles.

Materials and Methods: The survey was conducted at Marmara University Medical School where problem-based learning was implemented in the curriculum for the first three years of the medical education. An evaluative questionnaire about a studentcentered learning environment and an “Inventory of Learning Styles” were completed by the students. One-way ANOVA and Kruskal Wallis tests were used for statistical analyses of the study.

Results: It was found that personally interested students who need external regulation strategies and who were prone to learn by stepwise processing were less satisfied with problem-based learning and other active learning methods than students who were less dependent on these learning styles. Thus, the former students did not benefit much from the organization, content, acquired knowledge and skills of problem-based learning.

Conclusion: It is important for the students to develop their self-regulated learning skills so that they can benefit from problem-based learning and student–centered learning activities. Curriculum development and program evaluation studies should consider improving the students’ development of self-regulation and professional skills.

Keywords: Medical education, Problem-based learning, Learning styles, Curriculum development

Anahtar Kelimeler

Medical education Problem-based learning Learning styles Curriculum development

Kaynakça

  • 1. Barrows HS. Problem-based learning in medicine and beyond: A brief overview. In: Wilkerson L, Gijselaers W, eds. New Directions for Teaching and Learning Series. San Francisco: Jossey-Bass, 1996;68:3-11. doi:10.1002/tl.37219966804
  • 2. World Federation for Medical Education (WFME). The Edinburgh Declaration. Med Edu 1988; 22: 481-2.
  • 3. Neville AJ. Problem-based learning and medical education forty years on: A review of its effects on knowledge and clinical performance. Med Princ Pract 2009; 18: 1-9. doi: 10.1159/000163038
  • 4. Sayek I, Kiper N, Odabaşı O. TTB Mezuniyet Öncesi Tip Egitimi Raporu 2008 [Education Models of Medical Faculties, Undergraduate Medical Education Report of the Turkish Medical Association] (in Turkish), 2008; 1: 30-31. Retrieved Aug, 2010 from: http://www.ttb.org.tr/kutuphane/mote_2008. pdf
  • 5. Dochy F, Segers M, Van den Bossche P, Gijbels D. Effects of problem-based learning: A meta-analysis. Learn Instr 2003; 13: 533-68. doi:10.1016/S0959-4752(02)00025-7
  • 6. Musal B, Gursel Y, Taskiran H.C, Ozan S, Tuna A. Perceptions of first and third year medical students on self-study and reporting processes of problem-based learning. BMC Med Educ 2004; 4: 16. doi:10.1186/1472-6920-4-16
  • 7. Vermunt JD. Inventory of learning styles in higher education. ICLON-Graduate School of Education. Leiden University, The Netherlands, 1994. Retrieved Oct 22, 2010 from: http:// www.psf.wur.nl/en/workshops/ILS-HE%20English.rtf
  • 8. Vermunt JD. Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis. High Educ 1996; 31: 25-50.
  • 9. Vermunt JD, Vermetten YJ. Patterns in student learning: Relationships between learning strategies, conceptions of learning, and learning orientations. Educ Psychol Rev 2004; 16: 359-84.
  • 10. Cassidy S. Learning styles: an overview of theories, models and measures. Educ Psychol 2004; 24: 419–44. doi: 1040- 726X/04/1200-0359/0
  • 11. Ulusal Çekirdek Eğitim Programı [National Core Medical Curriculum] (in Turkish) Ankara, Turkey, 2001. Retrieved Oct 22, 2010 from: http://www.medinfo.hacettepe.edu.tr/ tebad_eng/docs/CEP/ULUSAL-%C7EP.pdf
  • 12. Kalaca S. Learning styles of medical students at Marmara Medical School. Doctoral dissertation, Maastricht University Faculty of Health Medicine, 2004.
  • 13. Prince KJAH, van Eijs PWLJ, Boshuizen HPA, van der Vleuten CPM, Scherpbier AJJA. General competencies of problembased learning (PBL) and non-PBL graduates. Med Educ 2005; 39: 394–401. doi: 10.1111/j.1365-2929.2005.02107.x
  • 14. Savery JR. Overview of problem-based learning: Definitions and distinctions. IJPBL 2006; 1: 9-20. doi : 10.7771/1541- 5015.1002
  • 15. Papinczak T. Are deep strategic learners better suited to PBL? A preliminary study. Adv Health Sci Educ2009; 14: 337–53. doi: 10.1007/s10459-008-9115-5
  • 16. Visser YL. Effects of problem-based and lecture-based instructional strategies on problem solving performance and learner attitudes in a high school genetics class. The Annual Meeting of American Educational Research Association, April 1-5, 2002, New Orleans. Retrieved Oct 19, 2010 from: http://www.learndev.org/dl/aera-pbl-ylv.pdf
  • 17. Albanese MA, Mitchell S. Problem-based learning: A review of literature on its outcomes and implementation issues. Acad Med 1993; 68: 52-81.
  • 18. Hmelo-Silver CE. Problem-based learning: What and how do students learn? Educ Psychol Rev 2004;16: 235-66. doi: 1040- 726X/04/0900-0235/0
  • 19. Vermunt JD, Verloop N. Congruence and friction between learning and teaching. Learn Instr 1999;9: 257–80.
  • 20. Wood DF. ABC of learning and teaching in medicine. Problem based learning. BMJ 2003; 326: 328–30. doi:10.1136/ bmj.326.7384.328
  • 21. Sarıkaya O, Civaner M, Kalaca S. The anxieties of medical students related to clinical training. Int J Clin Pract 2006; 60: 1414–18. doi:10.1152/advan.00024.2010
  • 22. Remmen R, Sherpbier A, Van der Vleuten C, et al. Effectiveness of basic clinical skills training programmes: a cross-sectional comparison of four medical schools. Med Educ 2001; 35:121-8. doi: 10.1111/j.1365-2923.2001.00835.x

Öğrencilerin öğrenme stilleri, öğrenme yöntemleri ve öğrenme ortamlarına uyum sağlamalarını etkiler mi?

Yıl 2015, , 81 - 89, 14.09.2015

Kenan Topal Özlem Sarıkaya , Ramazan Basturk Akile Buke

https://doi.org/10.5472/MMJoa.2802.04

Öz

Amaç: Program geliştirme ve değerlendirme süreci öğrencilerin öğrenme stillerini, gereksinimlerini ve algılarının analizlerini içermelidir. Bu çalışmanın amacı, probleme dayalı öğrenme yöntemleri ve ortamı ile ilgili öğrencilerin değerlendirmelerini öğrenmek ve elde edilen sonuçları kendi öğrenme stilleriyle karşılaştırmaktır.Gereç ve Yöntem: Bu araştırma, mezuniyet öncesi eğitimin ilk üç yılında probleme dayalı öğrenim yönteminin uygulandığı Marmara Üniversitesi Tıp Fakültesinde yapıldı. Öğrencilere, öğrenci merkezli öğrenim ortamı ile ilgili bir değerlendirme anketi ve Öğrenme Biçimleri Ölçeği (Inventory of Learning Styles) uygulandı. İstatistik analizlerler için One-way ANOVA ve Kruskal-Wallis testleri kullanıldı.Bulgular: Bireysel ilgi yönelimli, öğrenme stratejilerinin dışarıdan düzenlenmesine ihtiyaç duyan, bilgiyi adım adım işleyerek öğrenmeye daha çok ve orta düzeyde eğilimli olan öğrenciler, bu öğrenme stillerine, daha az bağımlı öğrencilere göre probleme dayalı öğrenme ve diğer öğrenci merkezli yöntemlerden daha az memnun kaldılar. Dolayısıyla, bu öğrenciler aynı zamanda probleme dayalı öğrenim sisteminin organizasyonundan, içeriğinden, kazandırdığı bilgi ve becerilerden de daha az yararlanmaktaydılar.Sonuç: Öğrencilerin probleme dayalı öğrenim ve diğer öğrenci merkezli öğrenim aktivitelerinden daha fazla yararlanabilmeleri için kendi kendine öğrenmeyi düzenleme becerilerinin gelişmesi önemlidir. Aktif öğrenme stratejilerine uygun müfredat geliştirme ve program değerlendirme çalışmaları, öğrencilerin, kendi kendine düzenleme ve profesyonel beceri gelişimini dikkate almalıdır

Anahtar Kelimeler

Tıp eğitimi Probleme dayalı öğrenme Öğrenme stilleri Program değerlendirme

Kaynakça

  • 1. Barrows HS. Problem-based learning in medicine and beyond: A brief overview. In: Wilkerson L, Gijselaers W, eds. New Directions for Teaching and Learning Series. San Francisco: Jossey-Bass, 1996;68:3-11. doi:10.1002/tl.37219966804
  • 2. World Federation for Medical Education (WFME). The Edinburgh Declaration. Med Edu 1988; 22: 481-2.
  • 3. Neville AJ. Problem-based learning and medical education forty years on: A review of its effects on knowledge and clinical performance. Med Princ Pract 2009; 18: 1-9. doi: 10.1159/000163038
  • 4. Sayek I, Kiper N, Odabaşı O. TTB Mezuniyet Öncesi Tip Egitimi Raporu 2008 [Education Models of Medical Faculties, Undergraduate Medical Education Report of the Turkish Medical Association] (in Turkish), 2008; 1: 30-31. Retrieved Aug, 2010 from: http://www.ttb.org.tr/kutuphane/mote_2008. pdf
  • 5. Dochy F, Segers M, Van den Bossche P, Gijbels D. Effects of problem-based learning: A meta-analysis. Learn Instr 2003; 13: 533-68. doi:10.1016/S0959-4752(02)00025-7
  • 6. Musal B, Gursel Y, Taskiran H.C, Ozan S, Tuna A. Perceptions of first and third year medical students on self-study and reporting processes of problem-based learning. BMC Med Educ 2004; 4: 16. doi:10.1186/1472-6920-4-16
  • 7. Vermunt JD. Inventory of learning styles in higher education. ICLON-Graduate School of Education. Leiden University, The Netherlands, 1994. Retrieved Oct 22, 2010 from: http:// www.psf.wur.nl/en/workshops/ILS-HE%20English.rtf
  • 8. Vermunt JD. Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis. High Educ 1996; 31: 25-50.
  • 9. Vermunt JD, Vermetten YJ. Patterns in student learning: Relationships between learning strategies, conceptions of learning, and learning orientations. Educ Psychol Rev 2004; 16: 359-84.
  • 10. Cassidy S. Learning styles: an overview of theories, models and measures. Educ Psychol 2004; 24: 419–44. doi: 1040- 726X/04/1200-0359/0
  • 11. Ulusal Çekirdek Eğitim Programı [National Core Medical Curriculum] (in Turkish) Ankara, Turkey, 2001. Retrieved Oct 22, 2010 from: http://www.medinfo.hacettepe.edu.tr/ tebad_eng/docs/CEP/ULUSAL-%C7EP.pdf
  • 12. Kalaca S. Learning styles of medical students at Marmara Medical School. Doctoral dissertation, Maastricht University Faculty of Health Medicine, 2004.
  • 13. Prince KJAH, van Eijs PWLJ, Boshuizen HPA, van der Vleuten CPM, Scherpbier AJJA. General competencies of problembased learning (PBL) and non-PBL graduates. Med Educ 2005; 39: 394–401. doi: 10.1111/j.1365-2929.2005.02107.x
  • 14. Savery JR. Overview of problem-based learning: Definitions and distinctions. IJPBL 2006; 1: 9-20. doi : 10.7771/1541- 5015.1002
  • 15. Papinczak T. Are deep strategic learners better suited to PBL? A preliminary study. Adv Health Sci Educ2009; 14: 337–53. doi: 10.1007/s10459-008-9115-5
  • 16. Visser YL. Effects of problem-based and lecture-based instructional strategies on problem solving performance and learner attitudes in a high school genetics class. The Annual Meeting of American Educational Research Association, April 1-5, 2002, New Orleans. Retrieved Oct 19, 2010 from: http://www.learndev.org/dl/aera-pbl-ylv.pdf
  • 17. Albanese MA, Mitchell S. Problem-based learning: A review of literature on its outcomes and implementation issues. Acad Med 1993; 68: 52-81.
  • 18. Hmelo-Silver CE. Problem-based learning: What and how do students learn? Educ Psychol Rev 2004;16: 235-66. doi: 1040- 726X/04/0900-0235/0
  • 19. Vermunt JD, Verloop N. Congruence and friction between learning and teaching. Learn Instr 1999;9: 257–80.
  • 20. Wood DF. ABC of learning and teaching in medicine. Problem based learning. BMJ 2003; 326: 328–30. doi:10.1136/ bmj.326.7384.328
  • 21. Sarıkaya O, Civaner M, Kalaca S. The anxieties of medical students related to clinical training. Int J Clin Pract 2006; 60: 1414–18. doi:10.1152/advan.00024.2010
  • 22. Remmen R, Sherpbier A, Van der Vleuten C, et al. Effectiveness of basic clinical skills training programmes: a cross-sectional comparison of four medical schools. Med Educ 2001; 35:121-8. doi: 10.1111/j.1365-2923.2001.00835.x
Toplam 22 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Kenan Topal Bu kişi benim

Özlem Sarıkaya

Ramazan Basturk Bu kişi benim

Akile Buke Bu kişi benim

Yayımlanma Tarihi 14 Eylül 2015
Yayımlandığı Sayı Yıl 2015

Kaynak Göster

APA Topal, K., Sarıkaya, Ö., Basturk, R., Buke, A. (2015). Do students’ styles of learning affect how they adapt to learning methods and to the learning environment?. Marmara Medical Journal, 28(2), 81-89. https://doi.org/10.5472/MMJoa.2802.04
AMA Topal K, Sarıkaya Ö, Basturk R, Buke A. Do students’ styles of learning affect how they adapt to learning methods and to the learning environment?. Marmara Med J. Eylül 2015;28(2):81-89. doi:10.5472/MMJoa.2802.04
Chicago Topal, Kenan, Özlem Sarıkaya, Ramazan Basturk, ve Akile Buke. “Do students’ Styles of Learning Affect How They Adapt to Learning Methods and to the Learning Environment?”. Marmara Medical Journal 28, sy. 2 (Eylül 2015): 81-89. https://doi.org/10.5472/MMJoa.2802.04.
EndNote Topal K, Sarıkaya Ö, Basturk R, Buke A (01 Eylül 2015) Do students’ styles of learning affect how they adapt to learning methods and to the learning environment?. Marmara Medical Journal 28 2 81–89.
IEEE K. Topal, Ö. Sarıkaya, R. Basturk, ve A. Buke, “Do students’ styles of learning affect how they adapt to learning methods and to the learning environment?”, Marmara Med J, c. 28, sy. 2, ss. 81–89, 2015, doi: 10.5472/MMJoa.2802.04.
ISNAD Topal, Kenan vd. “Do students’ Styles of Learning Affect How They Adapt to Learning Methods and to the Learning Environment?”. Marmara Medical Journal 28/2 (Eylül 2015), 81-89. https://doi.org/10.5472/MMJoa.2802.04.
JAMA Topal K, Sarıkaya Ö, Basturk R, Buke A. Do students’ styles of learning affect how they adapt to learning methods and to the learning environment?. Marmara Med J. 2015;28:81–89.
MLA Topal, Kenan vd. “Do students’ Styles of Learning Affect How They Adapt to Learning Methods and to the Learning Environment?”. Marmara Medical Journal, c. 28, sy. 2, 2015, ss. 81-89, doi:10.5472/MMJoa.2802.04.
Vancouver Topal K, Sarıkaya Ö, Basturk R, Buke A. Do students’ styles of learning affect how they adapt to learning methods and to the learning environment?. Marmara Med J. 2015;28(2):81-9.