Perceived effectiveness of learning methods among preclinical medical students - role of personality and changes over time.

Autor: Arain SA; Shoukat Ali Arain, MBBS PhD. Department of Pathology, College of Medicine, Alfaisal University, Riyadh, Saudi Arabia., Alhadid DA; Daeya Ahmad Alhadid, MBBS. College of Medicine, Alfaisal University, Riyadh, Saudi Arabia., Rasheed S; Shahzad Rasheed, MBBS M. Phil. Department of Anatomy, College of Medicine, Al-Imam Mohammad Ibn Saud Islamic University, Riyadh, Saudi Arabia., Alrefaai MM; Maram Mansour Alrefaai, MBBS. College of Medicine, Alfaisal University, Riyadh, Saudi Arabia., Alsibai TMA; Tarek M. Ahyaf Alsibai, MBBS. College of Medicine, Alfaisal University, Riyadh, Saudi Arabia., Meo SA; Sultan Ayoub Meo, MBBS PhD. Department of Physiology, College of Medicine, King Saud University, Riyadh, Saudi Arabia.
Jazyk: angličtina
Zdroj: Pakistan journal of medical sciences [Pak J Med Sci] 2021 Nov-Dec; Vol. 37 (7), pp. 1854-1859.
DOI: 10.12669/pjms.37.7.4355
Abstrakt: Background and Objectives: Active learning methods are vital in inculcating skills of critical thinking, lifelong learning and effective communication. Personality may influence learning method preferences and academic performance. The aim of this cross sectional study was to examine the relationship between students' personality and their predilection for learning methods and academic performance.
Methods: Perceived effectiveness of learning methods was assessed over time. Second- and third-year medical students (n=112) completed a questionnaire consisting of Big Five Inventory to measure the personality dimensions, and evaluated lecture, problem-based learning (PBL) and team-based learning (TBL) for their helpfulness in learning. Grade point average (GPA), PBL and TBL grades were obtained. Correlation coefficients were calculated between personality traits and learning method effectiveness scores, and grades. Learning methods effectiveness was compared between second- and third-year students.
Results: Positive correlations were identified between conscientiousness and lecture (r = 0.30), agreeableness and lecture (r = 0.20), and agreeableness and TBL (r = 0.23). Likewise, positive correlations were seen between extraversion and PBL grade (r=0.20), and conscientiousness and GPA (r = 0.23). In third year, significant decline in perceived effectiveness of lecture was seen (81% vs 57%; p = 0.006), while increased perceived effectiveness for PBL (38% vs. 50%) was not statistically significant (p = 0.22).
Conclusions: The findings provide an evidence for modest correlations between personality and perceived effectiveness of learning methods. Remarkably, perceived effectiveness decreased for the lecture and increased for the PBL over time. The findings may help educators in better implementing active learning modalities. Besides, an earlier introduction may help students becoming acquainted with and getting the most out of PBL.
(Copyright: © Pakistan Journal of Medical Sciences.)
Databáze: MEDLINE
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