NDLI: Exam Success at Undergraduate and Graduate-Entry Medical Schools: Is Learning Style or Learning Approach More Important? A Critical Review Exploring Links Between Academic Success, Learning Styles, and Learning Approaches Among School-Leaver Entry ('Traditional') and Graduate-Entry ('Nontraditional') Medical Students.

Please wait, while we are loading the content...

Exam Success at Undergraduate and Graduate-Entry Medical Schools: Is Learning Style or Learning Approach More Important? A Critical Review Exploring Links Between Academic Success, Learning Styles, and Learning Approaches Among School-Leaver Entry ('Traditional') and Graduate-Entry ('Nontraditional') Medical Students.

Patients' Attitudes Toward Medical Student Participation Across Specialties: A Systematic Review.

Lesbian, Gay, Bisexual, and Transgender Patient Care: Medical Students' Preparedness and Comfort.

Family Medicine in Egypt From Medical Students' Perspective: A Nationwide Survey.

Going Paperless? Issues in Converting a Surgical Assessment Tool to an Electronic Version.

Standard Setting Methods for Pass/Fail Decisions on High-Stakes Objective Structured Clinical Examinations: A Validity Study.

Assessing Medical Students' Tobacco Dependence Treatment Skills Using a Detailed Behavioral Checklist.

Content and Rationale of Junior and Senior Preceptors Responding to Residents' Educational Needs Revisited.

Introducing Final-Year Medical Students to Pocket-Sized Ultrasound Imaging: Teaching Transthoracic Echocardiography on a 2-Week Anesthesia Rotation.

Innovation in Indigenous Health and Medical Education: The Leaders in Indigenous Medical Education (LIME) Network as a Community of Practice.

One Model of Residency Journal Clubs With Multifaceted Support.

Physician Depression and Suicide: A Shared Responsibility.

Year: 2015 Volume: 27 Issue: 2

Year: 2015 Volume: 27 Issue: 1

Year: 2014 Volume: 26

Year: 2013 Volume: 25

Year: 2012 Volume: 24

Year: 2011 Volume: 23

Year: 2010 Volume: 22

Year: 2009 Volume: 21

Year: 2008 Volume: 20

Exam Success at Undergraduate and Graduate-Entry Medical Schools: Is Learning Style or Learning Approach More Important? A Critical Review Exploring Links Between Academic Success, Learning Styles, and Learning Approaches Among School-Leaver Entry ('Traditional') and Graduate-Entry ('Nontraditional') Medical Students.

Content Provider	World Health Organization (WHO)-Global Index Medicus
Author	Feeley, Anne-Marie Biggerstaff, Deborah L.
Description	Country affiliation: United kingdom Author Affiliation: Feeley AM ( a Education and Development: MB ChB Team, Warwick Medical School, The University of Warwick , Coventry , UK.)
Abstract	UNLABELLED: PHENOMENON: The literature on learning styles over many years has been replete with debate and disagreement. Researchers have yet to elucidate exactly which underlying constructs are measured by the many learning styles questionnaires available. Some academics question whether learning styles exist at all. When it comes to establishing the value of learning styles for medical students, a further issue emerges. The demographics of medical students in the United Kingdom have changed in recent years, so past studies may not be applicable to students today. We wanted to answer a very simple, practical question: what can the literature on learning styles tell us that we can use to help today's medical students succeed academically at medical school? APPROACH: We conducted a literature review to synthesise the available evidence on how two different aspects of learning-the way in which students like to receive information in a learning environment (termed learning 'styles') and the motivations that drive their learning (termed learning 'approaches')-can impact on medical students' academic achievement. FINDINGS: Our review confirms that although learning 'styles' do not correlate with exam performance, learning 'approaches' do: those with 'strategic' and 'deep' approaches to learning (i.e., motivated to do well and motivated to learn deeply respectively) perform consistently better in medical school examinations. Changes in medical school entrant demographics in the past decade have not altered these correlations. Optimistically, our review reveals that students' learning approaches can change and more adaptive approaches may be learned. Insights: For educators wishing to help medical students succeed academically, current evidence demonstrates that helping students develop their own positive learning approach using 'growth mind-set' is a more effective (and more feasible) than attempting to alter students' learning styles. This conclusion holds true for both 'traditional' and graduate-entry medical students.
File Format	HTM / HTML
ISSN	10401334
Issue Number	3
Journal	Teaching and Learning in Medicine
Volume Number	27
e-ISSN	15328015
Language	English
Publisher	Taylor & Francis
Publisher Date	2015-01-01
Publisher Place	United States
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Discipline Medical Informatics Achievement Education, Medical, Graduate Education, Medical, Undergraduate Learning Students, Medical Humans Journal Article Review
Content Type	Text
Resource Type	Article
Subject	Education Medicine

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Influence of Personality Traits and Learning Styles on Undergraduate Medical Students' Academic Achievement

Influence of Personality Traits and Learning Styles on Undergraduate Medical Students’ Academic Achievement

By Chance or by Plan?: The Academic Success of Nontraditional Students in Higher Education

Impact of Learning Modalities on Academic Success

A Response to “Influence of Personality Traits and Learning Styles on Undergraduate Medical Students’ Academic Achievement” – A Medical Student Perspective [Letter]

LEARNING STYLES AND ACADEMIC ACHIEVEMENT AMONG HIGHER SECONDARY SCHOOL STUDENTS

Learning Styles, Online Courses, Gender, and Academic Achievement of Hispanic Students in Higher Education

The Relationship Between Learning Styles, Locus of Control, and Academic Achievement Among Virtual Learners at Shiraz University of Medical Sciences

Influence of online computer games on the academic achievement of nontraditional undergraduate students

Similar Documents

Influence of Personality Traits and Learning Styles on Undergraduate Medical Students' Academic Achievement

Influence of Personality Traits and Learning Styles on Undergraduate Medical Students’ Academic Achievement

By Chance or by Plan?: The Academic Success of Nontraditional Students in Higher Education

Impact of Learning Modalities on Academic Success

A Response to “Influence of Personality Traits and Learning Styles on Undergraduate Medical Students’ Academic Achievement” – A Medical Student Perspective [Letter]

LEARNING STYLES AND ACADEMIC ACHIEVEMENT AMONG HIGHER SECONDARY SCHOOL STUDENTS

Learning Styles, Online Courses, Gender, and Academic Achievement of Hispanic Students in Higher Education

The Relationship Between Learning Styles, Locus of Control, and Academic Achievement Among Virtual Learners at Shiraz University of Medical Sciences

Influence of online computer games on the academic achievement of nontraditional undergraduate students