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Research article
Wei Ren Yao
National Cheng Kung University Hospital
Corresponding Author
ORCiD: https://orcid.org/0000-0002-0954-4886
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background
A learning style is the complex manner to learn material most efficiently and effectively and also a good predicator of their preferred learning behaviors. This study explored the status of new medical students’ learning patterns between application and entrance examination.
Methods
This is a cross sectional analysis of learning styles among newly enrolled first year medical students in each first academic year from September 2015 to September 2017. The Memletic Learning Style Inventory was applied as instrument for assessment. Latent class analysis was applied to classify different classes among medical students.
Result
98 students underwent a national college entrance examination, and 150 students was enrolled through application. All medical students could be assigned into 4 classes according to learning styles, including logical type, solitary type, mix aural-verbal-visual type, and social type. Both gender and admission routes were strong predictors of latent class of learning styles.
Conclusion
Through the interview process, we can screen out students with mix aural-verbal-visual class of learning styles through interview in application process. While examination route can select students with logical type and solitary type learning style. This study can improve our understanding of student learning patterns to design learner-specific courses and effective curricula.
Keywords
Learning methods, Medicine, undergraduate, Medical school admission
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A new preprint design is coming!
We have improved readability, clarity, accessibility, and opportunities for engagement.
This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Research article
Wei Ren Yao
National Cheng Kung University Hospital
Corresponding Author
ORCiD: https://orcid.org/0000-0002-0954-4886
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
History
CURRENT STATUS: Posted
Version 1
Posted 09 Sep, 2020
No community comments so far
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background
A learning style is the complex manner to learn material most efficiently and effectively and also a good predicator of their preferred learning behaviors. This study explored the status of new medical students’ learning patterns between application and entrance examination.
Methods
This is a cross sectional analysis of learning styles among newly enrolled first year medical students in each first academic year from September 2015 to September 2017. The Memletic Learning Style Inventory was applied as instrument for assessment. Latent class analysis was applied to classify different classes among medical students.
Result
98 students underwent a national college entrance examination, and 150 students was enrolled through application. All medical students could be assigned into 4 classes according to learning styles, including logical type, solitary type, mix aural-verbal-visual type, and social type. Both gender and admission routes were strong predictors of latent class of learning styles.
Conclusion
Through the interview process, we can screen out students with mix aural-verbal-visual class of learning styles through interview in application process. While examination route can select students with logical type and solitary type learning style. This study can improve our understanding of student learning patterns to design learner-specific courses and effective curricula.
Figure 1
Figure 2
Figure 3
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