学习风格对医学学生对实践程序培训满意度的影响
Hunter Cohn1, Marley Sternberg1, Madeline Evans1
1Medical Education, Wayne State University School of Medicine, Detroit, USA.
Cureus
|August 11, 2025
概括
所有科尔布学习风格的医学学生都对实践程序培训表示高度满意. 学习风格之间享受的微小差异表明当前的培训方法对不同学习者有效.
科学领域:
- 医疗教育 医学教育
- 学习风格的学习方式
- 程序培训 程序培训 程序培训
背景情况:
- 实践性程序培训对于医学教育至关重要.
- 人们对个体学习风格如何影响学生对程序训练相关性的看法知之甚少.
- 了解学习者变化是优化医疗培训的关键.
研究的目的:
- 探索Kolb的体验式学习风格对医学生在职前阶段对实践程序培训的看法的影响.
- 评估不同学习风格的满意度 (参与,享受,职业前景).
- 根据学习风格的差异,确定是否需要修改培训.
主要方法:
- 151名预职医学生参加了可选的程序培训日.
- 学生完成了一项退学调查,评估学习风格 (Kolb的模型) 和满意度.
- 用单向ANOVA和Tukey的后期测试进行统计比较.
主要成果:
- 在所有学习风格中,参与度,享受度和职业前景的整体满意度得分高 (平均值> 6/7).
- 吸收和适应的学习者报告了最高的乐趣;不同的学习者报告了较低的乐趣 (p<0.05).
- 在聘用或职业前景方面没有显著差异;当培训与首选专业保持一致时,人们的满意度更高 (p<0.01).
结论:
- 实践过程性培训对于不同的Kolb学习风格是有效的,总体满意度很高.
- 在统计学上显著,但小,不同群体之间的享受差异表明当前的方法需要最小的适应.
- 这项研究补充了早期医疗程序教育中学习风格的文献,表明当前培训方法的广泛适用性.
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