期刊名称：Journal of Educational Evaluation for Health Professions
电子版ISSN：1975-5937
出版年度：2018
卷号：15
期号：1
页码：1-6
DOI：10.3352/jeehp.2018.15.8
语种：English
出版社：Korea Health Insurance Licensing Examination Institute
摘要：Purpose:The present study aimed to identify the learning preferences of dental students and to characterize their relationship with academic performance at a dental school in Isfahan,Iran.Methods:This cross-sectional descriptive study included 200 undergradu_x0002_ate dental students from October to November 2016.Data were collected using a 2-part questionnaire.The first part included demo?graphic data,and the second part was a Persian-language version of the visual,aural,read/write,and kinesthetic questionnaire.Data analysis was conducted with the chi-square test,1-way analysis of variance,and multiple linear regression.Results:The response rate was 86.6%.Approximately half of the students (51.5%) had multimodal learning preferences.Among the unimodal group (48.5%),the most common mode was aural (24.0%),followed by kinesthetic (15.5%),reading-writing (8.0%),and visual (1.0%).There was a significant association between academic performance and the reading/writing learning style preference (P< 0.01).Conclusion:Mul?timodal learning styles were the most preferred.Among single-mode learning styles,the aural style was most common,followed by the kinesthetic style.Students with a reading/writing preference had better academic performance.The results of this study provide useful information for preparing a more problem-based curriculum with active learning strategies.
关键词：Purpose:The present study aimed to identify the learning preferences of dental students and to characterize their relationship with academic performance at a dental school in Isfahan,Iran.Methods:This cross-sectional descriptive study included 200 undergradu_x0002_ate dental students from October to November 2016.Data were collected using a 2-part questionnaire.The first part included demo?graphic data,and the second part was a Persian-language version of the visual,aural,read/write,and kinesthetic questionnaire.Data analysis was conducted with the chi-square test,1-way analysis of variance,and multiple linear regression.Results:The response rate was 86.6%.Approximately half of the students (51.5%) had multimodal learning preferences.Among the unimodal group (48.5%),the most common mode was aural (24.0%),followed by kinesthetic (15.5%),reading-writing (8.0%),and visual (1.0%).There was a significant association between academic performance and the reading/writing learning style preference (P< 0.01).Conclusion:Mul?timodal learning styles were the most preferred.Among single-mode learning styles,the aural style was most common,followed by the kinesthetic style.Students with a reading/writing preference had better academic performance.The results of this study provide useful information for preparing a more problem-based curriculum with active learning strategies.
