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28 sie 1999 · Response rates were 92% for applicants and 56% for final year students. Main outcome measures: Study habits (surface, deep, and strategic learning style) and interest in different medical careers, including medical research. Identical questions were used at time of application and in final year.
25 sty 2024 · Understanding how to spread and scale learning health systems will require new research and policy agendas, integrating the sociotechnical aspects discussed above, at different scales, from local to global.
13 mar 2023 · On enrolment, thirty-four students self-assessed their attitudes to interprofessional learning according to the Readiness for Interprofessional Learning Scale, and their learning style according to Kolbs’ Learning Style Inventory.
learning scores and lower surface learning scores. Students taking intercalated degrees showed greater interest in careers in medical research and laboratory medicine and less interest in general practice than their peers. The effects of the course on interest in medical research and learning styles were independent.
Eleven instruments were identified with evidence of reliability and validity for assessing undergraduate healthcare student learning styles globally. The most frequently used instruments were Visual, Aural, Read-Write, and Kinesthetic; Kolb's Learning Styles Inventory; and the Honey-Alonso Questionnaire.
7 paź 2024 · Kolb’s Learning Style Inventory identifies four primary learning styles: Divergent (characterized by creativity and observation), Convergent (focused on problem-solving and practical application), Assimilative (logical thinking and abstract concepts), and Accomodative (hands on experience and adaptability).
An item analysis, an exploratory factor analysis (EFA), a confirmatory factor analysis (CFA) and an internal consistency reliability check were conducted. Criterion-related validity was demonstrated through correlations with Self-Regulated Learning Scale for Undergraduates (SRLS-U).
