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The modified Peyton's approach and students' learning style.

Agnieszka Skrzypek1, Ian Perera2, Marta Szeliga2

  • 1Department of Medical Education, Faculty of Medicine, Jagiellonian University Medical College Kraków, Poland. a.skrzypek@uj.edu.pl.

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Summary

Second-year medical students predominantly use kinesthetic learning styles. The modified Peyton

Keywords:
cardiac auscultationeducational practiceslearning preferenceslearning strategiesthe modified Peyton’s four-step method

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Area of Science:

  • Medical Education
  • Learning Psychology

Background:

  • Investigating learning styles and intelligence types in medical students.
  • Assessing the effectiveness of the modified Peyton's four-step approach for teaching cardiac auscultation.

Purpose of the Study:

  • Determine predominant learning styles (VARK questionnaire) and intelligence types (Multiple Intelligences Questionnaire) in second-year medical students.
  • Analyze the relationship between student preferences and their perception of the modified Peyton's approach.

Main Methods:

  • Anonymous questionnaires administered to 236 participants.
  • VARK questionnaire used to define learning styles.
  • Multiple Intelligences Questionnaire used to determine intelligence types.

Main Results:

  • Kinesthetic learning style was predominant in both Polish and international students.
  • Polish students showed a predominance of visual-spatial and mathematical-logical intelligence; international students showed visual-spatial and mixed intelligence.
  • The modified Peyton's approach was effective for most students, irrespective of learning style or intelligence type, with linguistic intelligence students finding it more challenging.

Conclusions:

  • The modified Peyton's approach is a valuable and effective tool for teaching cardiac auscultation to the majority of medical students.
  • A blended approach combining traditional and new methods is recommended to cater to all students, especially those with linguistic intelligence predominance.