Please use this identifier to cite or link to this item: https://hdl.handle.net/11499/6157
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dc.contributor.authorGurpinar, E.-
dc.contributor.authorBati, H.-
dc.contributor.authorTetik, Cihat-
dc.date.accessioned2019-08-16T12:04:37Z
dc.date.available2019-08-16T12:04:37Z
dc.date.issued2011-
dc.identifier.issn1043-4046-
dc.identifier.urihttps://hdl.handle.net/11499/6157-
dc.identifier.urihttps://doi.org/10.1152/advan.00047.2011-
dc.description.abstractThe aim of the present study was to investigate if any changes exist in the learning styles of medical students over time and in relation to different curriculum models with these learning styles. This prospective cohort study was conducted in three different medical faculties, which implement problem-based learning (PBL), hybrid, and integrated curriculum models. The study instruments were Kolb's Learning Style Inventory (LSI) and a questionnaire describing the students' demographic characteristics. Sample selection was not done, and all first-year students (n = 547) were targeted. This study was designed in two phases. In the first year, the study instruments were delivered to the target group. The next year, the same instruments were delivered again to those who had fully completed the first questionnaire (n = 525). Of these, 455 students had completed the instruments truly and constituted the study group. The majority of the students were assimilators and convergers in both the first and second years. A change in learning style was observed between 2 yr in 46.9% of the students in the integrated curriculum, in 49.3% of the students in the hybrid curriculum, and 56.4% of the students in the PBL curriculum. The least and most changes observed between the learning style groups were in assimilators and divergers, respectively. Curriculum models and other independent variables had no significant effect on the change between learning styles. The learning styles of medical students may change over time. Further followup studies in larger groups are needed to clarify this relation. © 2011 The American Physiological Society.en_US
dc.language.isoenen_US
dc.publisherAmerican Physiological Societyen_US
dc.relation.ispartofAmerican Journal of Physiology - Advances in Physiology Educationen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectCurriculum modelsen_US
dc.subjectMedical educationen_US
dc.titleLearning styles of medical students change in relation to timeen_US
dc.typeArticleen_US
dc.identifier.volume35en_US
dc.identifier.issue3en_US
dc.identifier.startpage307
dc.identifier.startpage307en_US
dc.identifier.endpage311en_US
dc.identifier.doi10.1152/advan.00047.2011-
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.identifier.pmid21908841en_US
dc.identifier.scopus2-s2.0-80054866064en_US
dc.identifier.wosWOS:000294770000012en_US
dc.identifier.scopusqualityQ3-
dc.ownerPamukkale University-
item.languageiso639-1en-
item.fulltextNo Fulltext-
item.openairetypeArticle-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.cerifentitytypePublications-
item.grantfulltextnone-
crisitem.author.dept14.01. Surgical Medicine-
Appears in Collections:PubMed İndeksli Yayınlar Koleksiyonu / PubMed Indexed Publications Collection
Scopus İndeksli Yayınlar Koleksiyonu / Scopus Indexed Publications Collection
Tıp Fakültesi Koleksiyonu
WoS İndeksli Yayınlar Koleksiyonu / WoS Indexed Publications Collection
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