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NUR646 Do you think it is practical and relevant to use a learning style inventory with patients or students in your selected area of education?
NUR646 Do you think it is practical and relevant to use a learning style inventory with patients or students in your selected area of education?
Week 3 Discussion
DQ2 Do you think it is practical and relevant to use a learning style inventory with patients or students in your selected area of education? Support your response with literature.
Recent years have seen a change in the trends of medical education from pedagogy to andragogy i.e. from a teacher-centred learning to a student-centred learning. Therefore, it is not only desirable but also essential for educators to recognize that adults have different learning styles and that they should tailor instructions to the characteristic ways in which the adults prefer to learn [1,2]. The term, ‘learning style’ describes an individual’s preferred method of gathering, processing, interpreting, organizing and analyzing information. The VARK model which was developed by Fleming and Mills [3] provides the learners with a profile of their learning styles, based on the sensory modalities which are involved in taking in information. VARK is an acronym for the Visual (V), Auditory (A), Read/Write (R) and the Kinaesthetic (K) sensory modalities. The visual learners process the information best if they can see it. The auditory learners like to hear information. The read-write learners prefer to see the written words. The kinaesthetic learners like to acquire information through experience and practice.
Various instructional methods which are used for teaching the first year medical students include lectures, dissections, practicals, tutorials, etc. The students’ preference for different teaching-learning methods had been attributed in the past to a number of reasons such as familiarity with the method, a positive outcome, etc. A less explored but perhaps a more significant factor could be the students’ learning styles. Having knowledge on the learners’ learning styles is a vastly underutilized approach towards an improvement in the classroom instructions. The learning style information can also benefit the students as it would help them in formulating the appropriate learning strategies for enhancing their learning. Most of the previous studies which have been done in the medical arena on the learning styles have been conducted in other countries and the results have shown variations, may be due to the use of different teaching methodologies at the premedical level [4].To the best of our knowledge, none of the studies have correlated the preferences of the instructional methods with the learning styles of the medical students. The aim of the present study was therefore, to gain an understanding of the learning style preferences of first semester medical students, to find out the most preferred instructional methods and to correlate these methods with the learning preferences of the students, which could be helpful in formulating teaching —learning strategies for improving the learning experience.
NUR646 Do you think it is practical and relevant to use a learning style inventory with patients or students in your selected area of education? Grading Rubric
Performance Category | 100% or highest level of performance
100% 16 points |
Very good or high level of performance
88% 14 points |
Acceptable level of performance
81% 13 points |
Inadequate demonstration of expectations
68% 11 points |
Deficient level of performance
56% 9 points
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Failing level
of performance 55% or less 0 points |
Total Points Possible= 50 | 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points |
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics. |
Presentation of information was exceptional and included all of the following elements:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three or more of the following elements
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16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points | |
Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations |
Presentation of information was exceptional and included all of the following elements:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in the all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three of the following elements
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10 Points | 9 Points | 6 Points | 0 Points | |||
Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic. |
Demonstrated all of the following:
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Demonstrated 3 of the following:
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Demonstrated 2 of the following:
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Demonstrated 1 or less of the following:
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8 Points | 7 Points | 6 Points | 5 Points | 4 Points | 0 Points | |
Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error. |
The following was present:
AND
AND
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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0 Points Deducted | 5 Points Lost | |||||
Participation
Requirements |
Demonstrated the following:
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Failed to demonstrate the following:
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0 Points Lost | 5 Points Lost | |||||
Due Date Requirements | Demonstrated all of the following:
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
Demonstrates one or less of the following.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |