The Analysis of Learning Styles and Their Relationship to Academic Achievement in Medical Students of Basic Sciences Program

dc.creator	Reza Ghaffari
dc.creator	Fariba Salek Ranjbarzadeh
dc.creator	Eskandar Fathi Azar
dc.creator	Susan Hassanzadeh
dc.creator	Naser Safaei
dc.creator	Parisa Golanbar
dc.creator	Hossein Mazouchian
dc.creator	Elham Abbasi
dc.date	2013-10-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:23:46Z
dc.date.available	2015-08-12T11:23:46Z
dc.identifier	10.5681/rdme.2013.017
dc.identifier	2322-2719
dc.identifier	https://doaj.org/article/8a6074c455c74217ae7ac10c16396f59
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29747
dc.description	Introduction: Learning style is an individual’s preferred method of encountering information in specific situations in order to acquire knowledge, skills and attitudes through study or experience. Students and Planers’ awareness of learning styles facilitate the teaching process, increases satisfaction and makes the future choices easier. This study aimed to examine different learning styles and their relation to academic achievement in medical students of basic sciences program at Tabriz University of Medical Sciences. Methods: In this descriptive – analytical study, the sample consisted of all medical students of basic sciences program at Tabriz University of Medical Sciences in 2011-2012. The data was collected through a questionnaire which included respondents’ demographic information and overall grade point average (GPA) as well as Kolb standard questions on learning styles. Results: 4.3%, 47.8%, 44.9% and 2.9% of students preferred diverger, assimilator, converger and accommodator learning styles, respectively. Mean overall GPA of students who preferred diverger learning styles was 14.990.39±. Students who prefer assimilator, converger and accommodator learning styles had mean overall GPAs of 14.940.56±, 15.080.58± and 14.830.29± respectively. The findings showed no significant relationship between students’ learning academic achievement and their learning styles (p = 0.689). Conclusion: There was no significant relationship between Students’ academic achievement and their learning styles. Furthermore, the majorit of the students preferred accommodator and converger learning styles. Consequently, adopting interactive teaching methods, using tutorials, running simulation programs, launching laboratory activities and encouraging students to think and analyze problems and issues can be greatly effective in prolonging their learning lifecycle.
dc.language	English
dc.publisher	Tabriz University of Medical Sciences
dc.relation	http://journals.tbzmed.ac.ir/RDME/Manuscript/RDME-2-73.pdf
dc.relation	https://doaj.org/toc/2322-2719
dc.source	Research and Development in Medical Education, Vol 2, Iss 2, Pp 73-76 (2013)
dc.subject	Learning Styles
dc.subject	Medical Students
dc.subject	Academic Achievement
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	The Analysis of Learning Styles and Their Relationship to Academic Achievement in Medical Students of Basic Sciences Program
dc.type	article