揭穿学习风格:分析牙科教育学术成功的关键预测因素
Komal Marwaha1, Urvashi Sharma2
1Department of Medical Education, Paul L. Foster School of Medicine, Texas Tech University Health Science Center, El Paso, Texas, United States.
Advances in physiology education
|June 6, 2025
概括
这项研究发现,牙科学生的学习风格偏好与学术成功之间没有联系. 它建议专注于积极学习和自我指导的学习策略,而不是满足特定的学习风格.
科学领域:
- 医学教育 医学教育
- 教育心理学教育心理学
背景情况:
- 基于学习风格的教学教学的有效性在卫生专业教育中仍在争论.
- 了解影响学业成功的因素对于优化学生成绩至关重要.
研究的目的:
- 研究本科牙科学生的学习风格偏好 (VARK),性别,讲座出席率和学术表现之间的关系.
- 挑战学习风格偏好是学业成功的强有力的预测因素的假设.
主要方法:
- 在326名牙科学生中使用视觉,听觉,阅读/写作和动感 (VARK) 问卷评估学习风格偏好.
- 记录学生的性别,讲座出席率和学术成绩,用于相关性分析.
主要成果:
- 在讲座出席率和学业成绩之间观察到显著的相关性 (P < 0.001).
- 评估的学习风格和学业表现之间没有发现显著的相关性,挑战基于学习风格的教学.
- 评估和感知学习风格之间的差异表明学生可能错误地识别了他们的偏好.
结论:
- 基于学习风格的教学可能是牙科教育中资源的低效利用.
- 促进积极的学习环境和基于证据的学习策略比严格地将教学适应评估的学习风格更有益.
- 自主导的学习策略可以潜在地弥补错过的讲座,强调学生在学术成功中的自主权.
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