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Learning preferences of medical students

1994; Wiley; Volume: 28; Issue: 3 Linguagem: Inglês

10.1111/j.1365-2923.1994.tb02696.x

1365-2923

Stanley Paul, M. Bojanczyk, Joel H. Lanphear,

Reflective Practices in Education

Medical EducationVolume 28, Issue 3 p. 180-186 Learning preferences of medical students S. PAUL, Corresponding Author S. PAUL Faculty of Medicine and Health Sciences, United Arab Emirates University, Al-Ain, United Arab EmiratesDr Sarla Paul, Faculty of Medicine and Health Sciences, Department of Medical Education, United Arab Emirates University, PO Box 17666, Al-Ain, United Arab Emirates.Search for more papers by this authorM. BOJANCZYK, M. BOJANCZYK Faculty of Medicine and Health Sciences, United Arab Emirates University, Al-Ain, United Arab EmiratesSearch for more papers by this authorJ. H. LANPHEAR, J. H. LANPHEAR Faculty of Medicine and Health Sciences, United Arab Emirates University, Al-Ain, United Arab EmiratesSearch for more papers by this author S. PAUL, Corresponding Author S. PAUL Faculty of Medicine and Health Sciences, United Arab Emirates University, Al-Ain, United Arab EmiratesDr Sarla Paul, Faculty of Medicine and Health Sciences, Department of Medical Education, United Arab Emirates University, PO Box 17666, Al-Ain, United Arab Emirates.Search for more papers by this authorM. BOJANCZYK, M. BOJANCZYK Faculty of Medicine and Health Sciences, United Arab Emirates University, Al-Ain, United Arab EmiratesSearch for more papers by this authorJ. H. LANPHEAR, J. H. LANPHEAR Faculty of Medicine and Health Sciences, United Arab Emirates University, Al-Ain, United Arab EmiratesSearch for more papers by this author First published: May 1994 https://doi.org/10.1111/j.1365-2923.1994.tb02696.xCitations: 16Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Abstract Summary. Learning styles and preferred learning approaches are believed to have an influence on student learning. This study investigated the learning preferences of first-, second- and fourth-year medical students as well as explored differences in learning preferences from first- to fourth-year students. In June 1992, 95 students were administered the learning preferences inventory (LPI) designed by Rezler at the United Arab Emirates University. Analysis of variance (anova) was used to test the significance of the differences of the six LPI mean scores on Abstract/Concrete, Teacher-structured/Student-structured, and Individual/Interpersonal categories across the academic year and sex. The two predominant preferences were concrete and teacher-centred. Results of this study showed students preferred teacher-structured learning experiences dealing with concrete and applied tasks, rather than abstract tasks. References Barris R., Kielhofner G. & Bauer D. (1985) Learning preferences, values and student satisfaction. Journal of Allied Health 2, 13–23. Canfield A. & Lafferty J. 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Journal of Allied Health 12, 48–55. Citing Literature Volume28, Issue3May 1994Pages 180-186 ReferencesRelatedInformation