This is a longitudinal cohort study of the learning styles and strategies of medical students in a problem-based. community-based curriculum as they progressed through the medical coatse.
The porpose was to monitor and evaluate whethes the programme was fuifilling the objective of grudacing self-directed and lifelang learners.
The shore version of the Lancaster Inventory of Learning Styles was administered to the students on admission and thereafoer on a yearly basis through the first 4 years of the medical course.
Data were fed onto a database and subsequently analysed using a comunercially available statistical package.
140 studenis (falling to 106 by year 4) were intertewed and followed up through the study periosf.
Of the students 78% were black and 26% were of Asian descent.
On admussion the students had high soices for individual achievement motivation, and for meaningfal learning.
They had moderate scones for reproduring learning, comprehension learning, operation learning and versatile learning.
They had low scores for learning pathologies. especially globetroting and improvidence.
These was no sexuel difference in learning steies.
Asian students had significantly higher scores for mearungful learning and for versatile learning. (...)
Mots-clés Pascal : Apprentissage, Etudiant, Médecine, Etude comparative, Méthode, Homme, République Sud Africaine, Afrique
Mots-clés Pascal anglais : Learning, Student, Medicine, Comparative study, Method, Human, South Africa(Republic), Africa
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 99-0369023
Code Inist : 002B30A09. Création : 14/12/1999.