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Surveys02:16

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Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
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Related Experiment Video

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

How learning style affects evidence-based medicine: a survey study.

Sandra E Zwolsman1, Nynke van Dijk, Anita A H Verhoeven

  • 1Department of General Practice/Family Medicine, Academic Medical Center-University of Amsterdam, Meibergdreef 15, 1105 AZ Amsterdam, the Netherlands. s.e.zwolsman@amc.uva.nl

BMC Medical Education
|October 11, 2011
PubMed
Summary
This summary is machine-generated.

Learning styles did not impact evidence-based medicine (EBM) knowledge or attitudes in GP trainees. However, certain learning styles influenced intuition use and EBM decision-making ideas.

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Area of Science:

  • Medical Education
  • General Practice
  • Evidence-Based Medicine

Background:

  • Learning styles influence information processing and EBM application.
  • Tailoring EBM education requires understanding the link between learning styles and EBM competence.
  • This study investigates the relationship between learning styles and EBM competence in novice general practitioner (GP) trainees.

Purpose of the Study:

  • To determine if learning styles correlate with EBM competence (knowledge/skills, attitude, behavior) in GP trainees.
  • To explore how different learning styles influence the application of EBM in clinical practice.
  • To inform the development of individualized EBM educational strategies.

Main Methods:

  • A survey was conducted in 2008 among 140 novice GP trainees.
  • EBM competence and learning styles (Accommodator, Diverger, Assimilator, Converger, mixed) were assessed.
  • Statistical analyses were performed to identify relationships between learning styles and EBM metrics.

Main Results:

  • GP trainees demonstrated adequate EBM knowledge/skills and positive attitudes towards EBM.
  • No significant relationship was found between learning styles and EBM knowledge/skills or attitudes (p=0.21, p=0.19).
  • A link was observed between Accommodating/Converging learning styles and increased intuition use; learning styles also influenced ideas on optimal EBM use.

Conclusions:

  • Learning styles do not appear to affect EBM knowledge/skills or attitudes in GP trainees.
  • Differences were noted in the use of intuition and in trainees' perspectives on evidence application in decision-making.
  • Findings suggest that while core EBM competence may be style-independent, its application and perceived utility can vary by learning style.