Öz
Abstract
Aim: This study aims to evaluate the learning styles of Medical Faculty students using the VARK model.
Material and Method: The population of this cross-sectional quantitative study consists of volunteer students from years II, III, IV, and V who are currently studying. Without selecting a sample, the study attempted to reach the entire population, and 210 students were included. The questionnaire used as a data collection tool consists of three sections. The first section of the form comprises five questions inquiring about students' sociodemographic characteristics, the second section consists of six questions related to study habits during the distance education period, and the third section is composed of the VARK Learning Preferences Inventory. Statistical analysis of the research was conducted using the SPSS 22.0 package program. The normality of numerical data distribution was evaluated by analyzing skewness and kurtosis coefficients.
Results: This study reveals that medical students' learning styles vary and that demographic characteristics can influence learning preferences. The fact that the majority of students prefer kinesthetic learning methods and unimodal learning styles indicates that individual differences should be considered in the educational process.
Conclusion: The fact that male students had a higher frequency of auditory and kinesthetic learning and female students had higher scores in reading-writing preference indicates that learning styles may differ according to gender. In addition, pre-clinical students' higher scores in all learning preferences indicate that diversity is more prominent in early learning processes.
Anahtar Kelimeler
Kaynakça
- 1. Claxton, C. S., & Murrell, P. H. (1987). Learning Styles: Implications for Improving Educational Practices. ASHE-ERIC Higher Education Report No. 4, 1987. Association for the Study of Higher Education, 1 Dupont Circle, Suite 630, Washington, DC 20036.
- 2. Fleming, N. D. (2001). Teaching and learning styles: VARK strategies. Neil Fleming.
- 3. Vaughn, L., & Baker, R. (2001). Teaching in the medical setting: balancing teaching styles, learning styles and teaching methods. Medical teacher, 23(6), 610-612. https://doi.org/10.1080/01421590120091000
- 4. Yeşilyurt, E. (2019). Learning style models: A comprehensive review study in the context of theoretical foundations. OPUS International Journal of Society Researches, 14(20), 2169-2226
- 5. Demir, T. (2008). Learning Styles of Turkish Education Department Students and Their Relationship with Various Variables. Journal of International Social Research, 1(4)
- 6. Güven, B., & Özbek, O. (2007). Developing Learning Style Inventory for Effective Instructional Design. Online Submission, 6(2)
- 7. Hawk, T. F., & Shah, A. J. (2007). Using learning style instruments to enhance student learning. Decision Sciences Journal of Innovative Education, 5(1), 1-19.
- 8. Felder, R. M., & Spurlin, J. (2005). Applications, reliability and validity of the index of learning styles. International journal of engineering education, 21(1), 103-112
- 9. Hein, T. L., & Budny, D. D. (2000). Styles and types in science and engineering education. In Paper Presented International Conference on Engineering and Computer Education
- 10. Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological science in the public interest, 9(3), 105-119
- 11. Collinson, E. (2000). A survey of elementary students' learning style preferences and academic success. Contemporary Education, 71(4), 42
- 12. Düzgün, S. (2018). Validation of the VARK learning styles inventory translated into Turkish using confirmatory factor analysis model: A sample of teachers. Journal of Turkish Studies, 13(11)
- 13. Usta, İ. (2019). Examination of learning styles of distance learners. Bilecik Şeyh Edebali University Journal of Social Sciences, 4(1), 371-384
- 14. Huck, S. W. (2012). Reading statistics and research. Boston, USA, 4, 103-112
- 15. Chinnapun, D., & Narkkul, U. (2024). Enhancing learning in medical biochemistry by teaching based on VARK learning style for medical students. Advances in Medical Education and Practice, 895-902
- 16. Parashar, R., Hulke, S., & Pakhare, A. (2019). Learning styles for medical students: role of VARK modality [Response to Letter]. Advances in Medical Education and Practice, 401-402
- 17. Ojeh, N., Sobers-Grannum, N., Gaur, U., Udupa, A., & Majumder, M. A. (2017). Learning style preferences: A study of pre-clinical medical students in Barbados. Journal of advances in medical education & professionalism, 5(4), 185
- 18. Urval, R. P., Kamath, A., Ullal, S., Shenoy, A. K., Shenoy, N., & Udupa, L. A. (2014). Assessment of learning styles of undergraduate medical students using the VARK questionnaire and the influence of sex and academic performance. Advances in physiology education, 38(3), 216-220
- 19. Baykan, Z., & Naçar, M. (2007). Learning styles of first-year medical students attending Erciyes University in Kayseri, Turkey. Advances in physiology education, 31(2), 158-160
- 20. Bin Eid, A., Almutairi, M., Alzahrani, A., Alomair, F., Albinhamad, A., Albarrak, Y., ... & Bin Abdulrahman, K. (2021). Examining learning styles with gender comparison among medical students of a Saudi University. Advances in Medical Education and Practice, 12: 309-318
- 21. Fahim, A., Rehman, S., Fayyaz, F., Javed, M., Alam, M. A., Rana, S., ... & Alam, M. K. (2021). Identification of preferred learning style of medical and dental students using VARK questionnaire. BioMed Research International, 2021(1), 4355158
- 22. Khanal, L., Giri, J., Shah, S., Koirala, S., & Rimal, J. (2019). Influence of learning-style preferences in academic performance in the subject of human anatomy: an institution-based study among preclinical medical students. Advances in medical education and practice, 10: 343-355
- 23. Slater, J. A., Lujan, H. L., & DiCarlo, S. E. (2007). Does gender influence learning style preferences of first-year medical students?. Advances in physiology education, 31(4), 336-342
- 24. Choudhary, R., Dullo, P., & Tandon, R. V. (2011). Gender differences in learning style preferences of first year medical students. Pak J Physiol, 7(2), 42-45
- 25. Lujan, H. L., & DiCarlo, S. E. (2006). First-year medical students prefer multiple learning styles. Advances in physiology education, 30(1), 13-16
- 26. Sezgin, S. (2021). Analysis of the emergency remote education process: Prominent concepts, problems, and lessons learned. Anadolu University Journal of Social Sciences, 21(1), 273-296
- 27. Gökbulut, B. (2021). Distance Education and Mobile Learning from the Perspective of Distance Education Students. Educational Technology Theory and Practice, 11(1), 160-177
- 28. Yıldırım, Ö., Tanrıkulu, C., & Ablak, S. (2022). Social studies teachers' views on the use of Web 2.0 tools in the distance education process. Cumhuriyet International Journal of Education, 11(4), 817-829
- 29. Gangadharan, S., Al Mezeini, K., Gnanamuthu, S. S., & Al Marshoudi, K. A. (2025). The Relationship Between Preferred Learning Styles and Academic Achievement of Undergraduate Health Sciences Students Compared to Other Disciplines at a Middle Eastern University Utilizing the VARK Instrument. Advances in Medical Education and Practice, 13-28
- 30. Fleming, N., & Baume, D. (2006). Learning Styles Again: VARKing up the right tree!. Educational developments, 7(4), 4
- 31. Surjono, H. D. (2011). The design of adaptive e-learning system based on student’s learning styles. International Journal of Computer Science and Information Technologies, 2(5), 2350-2353
- 32. Dobson, J. L. (2010). A comparison between learning style preferences and sex, status, and course performance. Advances in physiology education, 34(4), 197-204
- 33. Tanner, K., & Allen, D. (2004). Approaches to biology teaching and learning: learning styles and the problem of instructional selection—engaging all students in science courses. Cell biology education, 3(4), 197-20.
Öz
Özet
Amaç: Bu çalışmada, Tıp Fakültesi öğrencilerinin öğrenme stillerinin VARK modeli ile değerlendirilmesi amaçlanmıştır.
Gereç ve Yöntem: Kesitsel tipteki nicel çalışmanın evrenini, öğrenim görmekte olan dönem II, III, IV ve V’ ten araştırmaya katılmaya gönüllü olan öğrenciler oluşturmuştur. Çalışmada örneklem seçimine gidilmeden evrenin tamamına ulaşılmaya çalışılmış, 210 öğrenci çalışmaya dâhil edilmiştir. Veri toplama aracı olarak kullanılan anket formu üç bölümden oluşmaktadır. Formun ilk bölümü öğrencilerin sosyodemografik özelliklerinin sorgulandığı beş sorudan oluşmakta, ikinci bölüm uzaktan eğitim dönemindeki çalışma düzeni ile ilgili altı sorudan oluşmakta olup, üçüncü bölüm ise VARK Öğrenme Tercihleri Envanterinden oluşmaktadır. Araştırmanın istatistiksel analizi SPSS 22.0 paket programı ile gerçekleştirilmiştir. Sayısal verilerin normal dağılıma uygunluğu çarpıklık ve basıklık katsayılarının analizi ile değerlendirilmiştir.
Bulgular: Yapılan bu çalışma tıp öğrencilerinin öğrenme stillerinin çeşitlilik gösterdiği ve demografik özelliklerin öğrenme tercihlerini etkileyebileceği sonucunu ortaya koymaktadır. Öğrencilerin çoğunluğunun kinestetik öğrenme yöntemini ve unimodal öğrenme stilini tercih etmesi, bireysel farklılıkların eğitim sürecinde dikkate alınması gerektiğini göstermektedir. Sonuç: Erkek öğrencilerin işitsel ve kinestetik öğrenme sıklığının daha yüksek olması, kız öğrencilerin ise okuma-yazma tercihinde daha yüksek puan alması, öğrenme stillerinin cinsiyete göre farklılık gösterebileceğini işaret etmektedir. Ayrıca klinik öncesi öğrencilerin tüm öğrenme tercihlerinde daha yüksek puanlar alması, erken dönem öğrenme süreçlerinde çeşitliliğin daha belirgin olduğunu göstermektedir.
Anahtar Kelimeler
Etik Beyan
Etik beyan belgesi yüklendi.
Destekleyen Kurum
yok.
Kaynakça
- 1. Claxton, C. S., & Murrell, P. H. (1987). Learning Styles: Implications for Improving Educational Practices. ASHE-ERIC Higher Education Report No. 4, 1987. Association for the Study of Higher Education, 1 Dupont Circle, Suite 630, Washington, DC 20036.
- 2. Fleming, N. D. (2001). Teaching and learning styles: VARK strategies. Neil Fleming.
- 3. Vaughn, L., & Baker, R. (2001). Teaching in the medical setting: balancing teaching styles, learning styles and teaching methods. Medical teacher, 23(6), 610-612. https://doi.org/10.1080/01421590120091000
- 4. Yeşilyurt, E. (2019). Learning style models: A comprehensive review study in the context of theoretical foundations. OPUS International Journal of Society Researches, 14(20), 2169-2226
- 5. Demir, T. (2008). Learning Styles of Turkish Education Department Students and Their Relationship with Various Variables. Journal of International Social Research, 1(4)
- 6. Güven, B., & Özbek, O. (2007). Developing Learning Style Inventory for Effective Instructional Design. Online Submission, 6(2)
- 7. Hawk, T. F., & Shah, A. J. (2007). Using learning style instruments to enhance student learning. Decision Sciences Journal of Innovative Education, 5(1), 1-19.
- 8. Felder, R. M., & Spurlin, J. (2005). Applications, reliability and validity of the index of learning styles. International journal of engineering education, 21(1), 103-112
- 9. Hein, T. L., & Budny, D. D. (2000). Styles and types in science and engineering education. In Paper Presented International Conference on Engineering and Computer Education
- 10. Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological science in the public interest, 9(3), 105-119
- 11. Collinson, E. (2000). A survey of elementary students' learning style preferences and academic success. Contemporary Education, 71(4), 42
- 12. Düzgün, S. (2018). Validation of the VARK learning styles inventory translated into Turkish using confirmatory factor analysis model: A sample of teachers. Journal of Turkish Studies, 13(11)
- 13. Usta, İ. (2019). Examination of learning styles of distance learners. Bilecik Şeyh Edebali University Journal of Social Sciences, 4(1), 371-384
- 14. Huck, S. W. (2012). Reading statistics and research. Boston, USA, 4, 103-112
- 15. Chinnapun, D., & Narkkul, U. (2024). Enhancing learning in medical biochemistry by teaching based on VARK learning style for medical students. Advances in Medical Education and Practice, 895-902
- 16. Parashar, R., Hulke, S., & Pakhare, A. (2019). Learning styles for medical students: role of VARK modality [Response to Letter]. Advances in Medical Education and Practice, 401-402
- 17. Ojeh, N., Sobers-Grannum, N., Gaur, U., Udupa, A., & Majumder, M. A. (2017). Learning style preferences: A study of pre-clinical medical students in Barbados. Journal of advances in medical education & professionalism, 5(4), 185
- 18. Urval, R. P., Kamath, A., Ullal, S., Shenoy, A. K., Shenoy, N., & Udupa, L. A. (2014). Assessment of learning styles of undergraduate medical students using the VARK questionnaire and the influence of sex and academic performance. Advances in physiology education, 38(3), 216-220
- 19. Baykan, Z., & Naçar, M. (2007). Learning styles of first-year medical students attending Erciyes University in Kayseri, Turkey. Advances in physiology education, 31(2), 158-160
- 20. Bin Eid, A., Almutairi, M., Alzahrani, A., Alomair, F., Albinhamad, A., Albarrak, Y., ... & Bin Abdulrahman, K. (2021). Examining learning styles with gender comparison among medical students of a Saudi University. Advances in Medical Education and Practice, 12: 309-318
- 21. Fahim, A., Rehman, S., Fayyaz, F., Javed, M., Alam, M. A., Rana, S., ... & Alam, M. K. (2021). Identification of preferred learning style of medical and dental students using VARK questionnaire. BioMed Research International, 2021(1), 4355158
- 22. Khanal, L., Giri, J., Shah, S., Koirala, S., & Rimal, J. (2019). Influence of learning-style preferences in academic performance in the subject of human anatomy: an institution-based study among preclinical medical students. Advances in medical education and practice, 10: 343-355
- 23. Slater, J. A., Lujan, H. L., & DiCarlo, S. E. (2007). Does gender influence learning style preferences of first-year medical students?. Advances in physiology education, 31(4), 336-342
- 24. Choudhary, R., Dullo, P., & Tandon, R. V. (2011). Gender differences in learning style preferences of first year medical students. Pak J Physiol, 7(2), 42-45
- 25. Lujan, H. L., & DiCarlo, S. E. (2006). First-year medical students prefer multiple learning styles. Advances in physiology education, 30(1), 13-16
- 26. Sezgin, S. (2021). Analysis of the emergency remote education process: Prominent concepts, problems, and lessons learned. Anadolu University Journal of Social Sciences, 21(1), 273-296
- 27. Gökbulut, B. (2021). Distance Education and Mobile Learning from the Perspective of Distance Education Students. Educational Technology Theory and Practice, 11(1), 160-177
- 28. Yıldırım, Ö., Tanrıkulu, C., & Ablak, S. (2022). Social studies teachers' views on the use of Web 2.0 tools in the distance education process. Cumhuriyet International Journal of Education, 11(4), 817-829
- 29. Gangadharan, S., Al Mezeini, K., Gnanamuthu, S. S., & Al Marshoudi, K. A. (2025). The Relationship Between Preferred Learning Styles and Academic Achievement of Undergraduate Health Sciences Students Compared to Other Disciplines at a Middle Eastern University Utilizing the VARK Instrument. Advances in Medical Education and Practice, 13-28
- 30. Fleming, N., & Baume, D. (2006). Learning Styles Again: VARKing up the right tree!. Educational developments, 7(4), 4
- 31. Surjono, H. D. (2011). The design of adaptive e-learning system based on student’s learning styles. International Journal of Computer Science and Information Technologies, 2(5), 2350-2353
- 32. Dobson, J. L. (2010). A comparison between learning style preferences and sex, status, and course performance. Advances in physiology education, 34(4), 197-204
- 33. Tanner, K., & Allen, D. (2004). Approaches to biology teaching and learning: learning styles and the problem of instructional selection—engaging all students in science courses. Cell biology education, 3(4), 197-20.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Tıp Eğitimi |
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Yayımlanma Tarihi | 21 Haziran 2025 |
| Gönderilme Tarihi | 29 Nisan 2025 |
| Kabul Tarihi | 27 Mayıs 2025 |
| Yayımlandığı Sayı | Yıl 2025Cilt: 47 Sayı: 2 |
