大学学生的学习风格和情绪智能 学生学习牙科,医学和药学
Cristina Gómez Polo1, Javier Montero1, María Portillo Muñoz1
1Department of Surgery, School of Medicine, University of Salamanca, Salamanca, Spain.
概括
反射和理论学习风格在医学,牙科和药房学生中占主导地位,没有性别差异. 情绪智能,特别是情绪清晰度,与所有学习风格都有积极的相关性,这表明了量身定制的教育方法.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
- 高等教育 高等教育
背景情况:
- 了解学生的学习风格 (LS) 和情绪智能 (EI) 对于优化卫生专业的教育策略至关重要.
- 之前的研究已经独立地探索了LS和EI,但它们在医学,牙科和药学学生之间的相互作用需要进一步调查.
研究的目的:
- 调查医学,牙科和药房课程的学生中占主导地位的学习风格 (LS) 和情绪智力 (EI).
- 检查LS和EI的性别和项目特定差异.
- 分析各种学习风格与情绪智能的组成部分之间的相关性.
主要方法:
- 一项描述性和相关性研究,涉及247名学生 (57名男性,190名女性) 来自医学,牙科和药房课程.
- 使用了Honey-Alonso学习风格问卷和特征元情绪量表 (TMMS-24) 来评估感知EI.
- 在2023年1月至9月期间,通过Qualtrics XM平台收集的数据.
主要成果:
- 在所有课程中,反射型和理论型的学习风格占主导地位,没有观察到明显的性别差异.
- 在各个课程中发现反射式学习风格得分的显著差异,牙科学生得分最低.
- 这四种学习风格都与情绪清晰度有正相关,活动家风格与情绪修复有正相关.
结论:
- 反射和理论学习风格在医疗专业的学生中普遍存在,不论性别.
- 学习风格与情感清晰度之间的积极关联表明了提高教学方法的潜力.
- 专注于学习风格和情绪智能的定制教育干预措施可以改善这些学生群体的技能获取.
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