Iranian Journal of Medical Education

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Introduction: The relationship between students' learning styles and their preferred teaching methods has been considered in recent years. This relationship was explored in the present study. Methods: This is a descriptive-analytic study. A stratified sample of nursing students out of all grades participated in it. Students' learning styles were explored with the Kolb's questionnaire for learning style. Their preferred teaching methods were determined using another questionnaire. Results: A correlation between learning styles and some preferred teaching methods was observed for theoretical courses. There was not such correlation in for practical courses. Conclusions: Considering students' learning styles may help university teachers to choose more appropriate teaching methods.

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Introduction: Identifying effective factors in learning is one of the important issues considered by researchers. The aim of this study was to determine nursing and midwifery students’ learning styles in Tabriz University of Medical Sciences. Methods: In a descriptive study performed in 2005, 250 nursing and midwifery students were selected by census sampling method. The research tool was David A. Kolb's Learning Style Inventory including 12 questions which was distributed and collected as group administered. The analysis of data based on LSI guide was done by SPSS. Results: The majority of nursing and midwifery students were converger (54.2%). Also, 32.1, 7.5 and 6.2 percent of them were assimilator, accommodator, and diverger, respectively. Conclusion: Considering the use of converger and assimilator learning styles among students, it is recommended that faculty members use visual methods, diagrams, teacher’s handouts, lecture and self-learning methods.

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Introduction: One of the reasons causing academic failure among students is disregarding factors affecting learning. The aim of this study was to determine the relationship between academic achievement of nursing and midwifery students and their learning characteristics including study style, control locus, and self-organized learning factors which are modifiable issues in learning. Methods: In this correlational study, all nursing and midwifery students with average grade of 17 and above (high academic achievement) or average grade of 14 and lower (low academic achievement) in Tabriz School of Nursing and Midwifery were investigated through census sampling method in the year 2005-2006. Data was gathered using questionnaires of "Kolb's Learning Styles Inventory," "Karami Study Methods," "Julian Rotter Locus of Control," and "Motivational Strategies for Learning" and then, was analyzed through descriptive statistics and logistic regression test by SPSS software. Results: Logistic regression analysis showed that control locus (P=0.008) and motivational strategies for learning (P= 0.032) had a significant relationship with academic achievement of students. Conclusion: Control locus and motivational strategies for learning, were recognized as determining factors in academic achievement. Taking the results of this study into consideration, running workshops or seminars on the issue of "Locus of control related to learning" and "motivational strategies for learning" are recommended for learning improvement in first year students.

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Introduction: Learning style as a whole is less regarded in nursing education. This study was conducted to explore, describe, and illustrate students' perceptions and experiences of learning style. The multiplicity feature of students' learning style in theoretical courses is presented in this article. Methods: In this qualitative study, 16 bachelor and master students in different academic semesters were selected through purposeful sampling and interviewed using deep and semi-structured interviews. All interviews were tape-recorded, transcribed and then analyzed using constant comparison based on Strauss and Corbin's method. Results: Students' learning style in theoretical courses as the main theme comprised 8 sub-themes including learning through question and answer learning through example, story, and objective instances (visualizing or exemplifying intellectually) observational or visual learning learning through organizing the content learning through practice and homework learning through active participation and cooperation learning through making to think and get motivated and, learning through listening and note-taking. Conclusion: Students make use of different learning styles or a combination of them based on the type of content, environment, and educational situation. Students' learning style is highly influenced by instructors teaching style who are more focused on their teaching style and completing their course syllabus. Nursing instructors, students, and curriculum planners could use the introduced styles in this study in order to modify and promote the quality of nursing education.

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Introduction: Self directed learning has become a focus for nursing education in the past few decades due to the complexity and changes in nursing profession development. The relationship between self directed learning and learning styles is detectable in different learning situations. This study was performed to determine nursing students' readiness for self-directed learning and also identify their learning styles and find out the association between these two concepts. Methods: In a descriptive study in the year 2006, 178 BS, MS, and PhD nursing students in Isfahan University of Medical Sciences were selected through stratified random sampling method. Data gathering instruments included 3 questionnaires of demographic features, Guglielmino`s self-directed learning readiness scale, and the Kolb's learning styles inventory. Data was analyzed by SPSS software using descriptive and interferential statistical methods. Results: Students' readiness for self-directed learning enjoyed a high level in majority of study units and the dominant learning style was the adaptive style. Considering the statistical analysis, no significant relationship was recognized between two main variables. Conclusion: Considering the high level of readiness for self-directed learning in a considerable portion of students and dominance of a single style among majority of them, adaptation and adjustment of teaching methods featuring such learning traits in students is recommended.

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Introduction: Considering students' learning styles may change teaching methods in accordance with their learning styles and consequently improve the educational outcome. The aim of this study was to investigate learning styles of medical students in Isfahan University of Medical Sciences. Methods: This descriptive study was performed during the academic year of 2008-2009 in Isfahan Univer-sity of Medical Sciences. Ninety medical students were selected through random sampling method as study samples. VARK learning style inventory was used as the research tool. Data was analyzed by SPSS software using descriptive and inferential statistics. Results: Medical students use different learning styles. The most preferable one among them was visual learning style with the score of 39.26±6.87. The learning style of Male and female students were different. Conclusion: Improving educational quality requires for paying attention to learning style in teaching and educational technology. Teachers and educational technologists are recommended to make use of media and various technologies.

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Introduction: Teachers’ teaching style is effective on promotion of learning. To achieve this goal, teachers should use different teaching styles. This study has tried to determine teaching styles applied in basic sciences classes in Medical school of Isfahan University of Medical Sciences. Methods: In a descriptive study in 2008, 74 teachers of basic sciences in medical School of Isfahan University of Medical Sciences were selected through census sampling. The data collecting tool was TSA standard teaching style questionnaire including 61 items. The data were analyzed in form of mean and SD through SPSS. Results: Based on the findings, %93.2 of teachers used flexible style in domain of teaching methods, %97.3 in classroom management, %71.6 in classroom design and %98.6 in lesson planning skills. Conclusion: It is recommended that teachers’ teaching styles be selected based on students’ preference. Educational workshops should also be held for teachers to make them familiar with students’ learning styles.

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Introduction: Medical students face with extreme amount of curriculum materials which can't be simply memorized, so different ways of learning have always been emphasized. The goal of this study was to investigate learning styles and related factors among medical students of Birjand University of Medical Sciences using VARK questionnaire. Methods: This was a descriptive cross-sectional study. In 2009-2010 academic year, 148 medical students from different stages of medical school were selected by stratified random sampling..The learning styles of Data gathering tool was VARK questionnaire in which learning styles were classified into four subclasses of visual, audio, reading, and kinetic (skill). Data was analyzed using descriptive and inferential statistics. Results: Among 148 people participating in this study 77% were female and most of them (66.2%) were passing the basic sciences stage. The learning style mostly used by these students was auditory (48.6). There was no significant relationship between the preferred learning styles and gender (P= 0.18). Conclusion: Considering the fact that students are educated through lecture and oral methods from elementary to university, it would be expected that students prefer auditory learning style to others. Despite the practical outbreak of medical students in clinical settings, increasing students’ ability in kinetic methods seems to be necessary.

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Introduction: Learners have very different learning styles depend on their preference, psychological preparedness as well as physical condition of their senses. Identification of proper learning styles plays an important role for choosing effective teaching methods, transferring concepts, and finally improving education quality. This study aimed to identify learning style of first year nursing and midwifery students in Ilam University of medical science. Methods: In this cross-sectional study, 50 first year nursing and midwifery students at Ilam University of Medical Sciences were studied, in 2009. Data collection was done using VARK questionnaire. Results: 56% of samples (n=28) were female. 44% (22 students) preferred a single learning style (Uni-modal) and 56% preferred multi-modal learning styles. Students, who preferred only one style, preferred reading/writing style to other styles. While other students who preferred more than one styles, used quad-modal. Conclusion: In this study, the preferred learning styles were reading/writing, aural, kinesthetic and visual, respectively. Determination of desired learning styles of first- semester students can be helpful for choosing appropriate teaching methods by educational groups and faculty members, which lead to achieving educational goals.

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Introduction: Improving students' critical thinking skills is clearly important in the context of growing human knowledge. The main goal of this research was to measure the contribution of critical thinking attitudes and learning cognitive styles in predicting the students’ academic achievement variance in Isfahan medical university. Methods: In this descriptive correlation study, population consisted of university students in the 2010-2011 academic years. A randomly stratified (according to sex and school) sample of 180 students was selected. Data collected using California questionnaire on Critical Thinking attitudes and Kolb’s Learning Styles inventory. Also students’ Grand Point Averages (GPA) were reported. Results: Critical thinking scores (beta coefficient=.132) and the reflective observation (beta coefficient=.136) could predict 5% of the variance of academic achievement (GPA). There was also a positive correlation between academic achievement and active experimentation. The mean scores of academic achievement as well as mean scores of critical thinking attitudes were significantly different according to the learning styles convergers had the highest GPA and the highest critical thinking attitudes. Critical thinking attitude and reflective observation had a negative correlation (P<.01), while abstract conceptualization showed a positive correlation with critical thinking attitudes (P<.01). Conclusion: The role of critical thinking attitudes and cognitive learning styles in the academic achievement is inevitable. Faculty members are recommended to apply new approaches and procedures to respect different ways of learning and cognitive needs of the students and cultivate their critical thinking skills.

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Introduction: It is impossible to be successful in virtual training unless we consider individuals’ viewpoints toward it. Despite this fact, less attention has been paid to students’ attitudes at the end of a virtual course in the published studies. This study investigates the effect of a virtual training course on the students` attitudes toward virtual education and its relationship with learning styles. Methods: This was a quasi-experimental study based on pre- and post- tests. Study population included undergraduate nursing students of second semester entered to Razi Faculty of Nursing and Midwifery of Kerman University of Medical Sciences in year 2009 and were studying the course titled “fluid and electrolyte disorders”. Students were divided into two groups of traditional or virtual learning, randomly. Course content was presented to the virtual group via website while traditional group were taught in classroom. Students’ attitudes toward virtual education were collected via a researcher-made questionnaire. Their learning styles were assessed by Gaziano & Liesen questionnaire. Data was analyzed by descriptive statistics (mean, standard deviation, and frequency distribution) and analytical statistics (independent t-test and paired t). Results: Before training, the mean score (out of 5) of attitude toward virtual education was 3.19±0.48 in virtual group and 3.21±0.33 in traditional group the difference between mean scores was not significant. At the end of the semester, the score was 3.55±0.45 for virtual group and 3.21 ± 0.46 for traditional group which showed a statistically significant difference (p=0.03, t=2.15). The results of ANOVA revealed no significant relationship between learning style and attitude toward virtual training (p=0.07). Conclusion: This study showed that passing a virtual training course could improve students’ attitudes toward virtual education. There is no difference in attitude toward virtual education among people with different learning styles.

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Introduction: One of the most important factors related with student's thinking style and academic achievement is learning styles. The purpose of this study is to determine the most current learning styles among students and its association with functionality of thinking style and academic achievement in school of nursing and midwifery of Mashhad. Methods: In a descriptive cross-sectional study, 214 students of nursing and midwifery school in Mashhad University of Medical Sciences (MUMS) were selected through stratified sampling method. Data gathering tools were Kolb’s learning styles questionnaire (LSI) and functions of thinking style questionnaire and the research method was descriptive correlational. Data was analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation coefficient, MANOVA, and x2). Results: Learning styles of majority of students in this study were absorbent. The results of X2 test showed that there were significant differences among the prevalent learning styles of total students (p= 0/000), but there was no significant difference between the prevalent learning style of male and female students (p= 0/14). In addition, the results of MANOVA indicated that there was no significant difference in academic achievement and functions of thinking style based on the student's learning style (p= 0/36). Conclusion: Considering the fact that learning styles appropriate with academic field could lead to students’ achievement and regarding that no significant difference was observed in academic achievement and functions of thinking style based on the student's learning style, it is recommended to educational administrators to take actions about enrichment of educational settings, teaching methods, and teacher evaluation.

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Introduction: Self directed learning has become a focus of nursing education in the past few decades due to the developmental changes in Nursing and Midwifery. Also one of the factors effecting students' learning is their learning style. This study investigates the preferred learning style and its role in self-directed learning readiness in Nursing and Midwifery students. Methods: The statistical population in this correlation descriptive study included all undergraduate students (N=550) of Nursing and Midwifery in Mashhad University of Medical Sciences. A randomly stratified sample of 214 (%27 males and %73 females) received Kolb’s Learning Styles Inventory and Fisher’s Self-Directed Learning Readiness Scale (SDLRS). For statistical analysis, descriptive statistics (Mean, and standard deviation) and inferential statistics techniques (t test, X2 , MANOVA, ANOVA) were used. Results: Response rate was %87. Mean scores of SDLRS in students according to their preferred learning styles were 177.12±30.23, 176.75±21.9, 176.33±18.95 and 186.14±17.55 for divergent, accommodative, assimilative, and convergent styles, respectively. According to ANOVA, these mean scores were not significantly different. Chi2 test showed that while there were significant differences between the frequencies of preferred styles, there was not a significant difference in the prioritized styles between male and female students. The results of t test and MANOVA indicated that there was no significant difference between male and female students in total SDLRS scores and its subscales. Conclusion: The first priority of the majority of students was assimilative style and also there were no significant gender differences in learning styles and SDLRS scores. Accordingly, it is recommended to more adapt and adjust teaching methods to these learning traits in students.

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Introduction: Since critical thinking disposition is an essential component for clinical decision-making and professional qualifications in medical sciences education. Also, learning styles are one of the effective factors in tendency to critical thinking hence, it may be expected to be effective in the manner of clinical care by health professionals. This study aimed to find learning style priorities and its role in critical thinking disposition, among students of nursing and midwifery school in Mashhad University of Medical Sciences Methods: In this descriptive and cross-sectional study, the population consisted of all undergraduate students (N=550) of nursing and midwifery school in Medical Sciences University of Mashhad (MUMS) in 2011-2012 academic year. A proportional stratified sample of 214 students was selected. The data gathering instruments included Ricketts’ tool for Critical Thinking Disposition (CTD), and Kolb's Learning Styles Inventory. Data was analyzed using descriptive and inferential statistics. Results: The frequency of preferred styles of students were: Divergent 32% (n=62), Assimilation 47.17% (n=92), Convergent 11.7% (n=23) and Accommodation 9.13% (n=18). The total mean score of Critical Thinking Disposition was 119.16±14.31. The mean scores of CTD were not significantly different among different learning styles (p=.21). However, the CTD mean scores was highest in students with convergent style (124.68±34.13) and lowest among students with assimilation style (117.77±14.04). The mean score of CTD among female students (119.0±14.76) was not significantly different (p=0.92) from male students (119.26±12.97). Conclusion: According to the unsatisfactory levels of CTD scores, and it’s highest values among students with Convergent learning style, it may be recommended to pay more attention to critical thinking and to provide conditions for adjustments in learning styles, so that students could cope with the nature of their and attain the optimal level CTD. These changes may be provided by revisions in the curriculum and education system.

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Introduction: Learning can be improved by identifying students’ most common learning styles and employing appropriate teaching methods. The aim of this study is to determine students' learning styles and their most preferred styles based on Kolb's theory via a systematic review and meta-analysis study. Method: In this systematic review, the key words of learning styles, nursing students, Kolb theory, and their possible combinations were searched in databases(PubMed, Google Scholar, SID, Medlib, IranMedex, and Magiran). Out of 67 articles retrieved, 10 were finally entered into meta-analysis process. The heterogeneity index among studies was estimated and it was I2=96 percent. Regarding the statistically significant index of heterogeneity of the studies (P=0.0001), in order to investigate 4 learning styles, random effects model was employed to integrate the results of studies. Results: After collecting and analyzing articles, data of 1334 nursing students was scrutinized. The results of integration indicated that students’ rate of employing each learning styles was as follows: converger style 25% (Confidence Interval (CI): 95%, 23%- 27,), diverger style 14% (CI: 95%, 13%-16), assimilator style 17% (CI: 95%, 15%-18), and accommodator style 12 %( CI: 95%, 10%-13). Conclusion: The foremost learning styles of nursing students respectively are converger, assimilator, diverger and accommodator. It is suggested that teachers pay more attention to these learning styles in their teaching and employ teaching methods appropriate with them.

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Introduction: One of the main factors influencing students’ learning is learning style that tends to be flexible thus facilitating the learning process by adapting to a given teaching method. The aim of this study was to identify the learning styles of dental students at Shahid Beheshti University of Medical Sciences.
Methods: The population of this descriptive, cross-sectional study included all junior and senior dental students at International Branch of Shahid Beheshti University of Medical Sciences during 2016-17. Subjects were selected by means of complete enumeration sampling and standard VARK questionnaire (version 7.8) was used to collect data. Data were analyzed using descriptive and inferential statistics.
Results: Of the 93 students, 72% were female and 28% were male. Their average age was 25.09 years and their mean GPA of their previous semester was 15.5. The results showed that 86% of the students used a single style with auditory style as the dominant style. Kinesthetic and auditory styles were the most frequent styles among the male and female students respectively. Double style technique was the most frequent multiple learning style. Moreover, no significant relationship was found between demographic variables (p≤0.05).
Conclusion: It is recommended to determine students’ learning styles in the freshman year and especially after finishing the basic sciences course. This will help teachers adapt their teaching styles to students’ learning styles which in turn will improve the effectiveness of training courses.
 

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Introduction: The quality of education and well-being of students who are responsible for promoting the health of the community seems to be important. This study endeavored to analyze the possible mediating role of lifelong learning approach in the relationship between learning styles and academic well-being in medical students in Hamadan, Iran.
Methods: To conduct this descriptive-correlational study the sample of 225 students was selected from among the population were 2500 undergraduate students of the Faculty of Health, Hamadan University of Medical Sciences through stratified random sampling using Cochran's formula. The were Yousefi Afrashteh Iranian Lifelong Learning Scale, Study Approaches and Skills Questionnaire for Students of Tit and Petrinen Academic Well-being Questionnaire. To analyze the data Pearson correlation was computed through path analysis Lisrel-8.88
Results: The results revealed that the well-being correlation coefficient with the deep approach was 0.51, with the superficial approach was -0.28 and the strategic approach was 0.29. The correlation of the lifelong learning approach with the deep approach was 0.64, with the superficial approach was -0.17, the strategic approach was -0.12. The results of path analysis revealed that lifelong learning and learning styles variables are effective in predicting academic well-being.
Conclusion: The findings indicated the relationship between lifelong learning approach and learning styles with students' academic well-being. This way, it is suggested that policy makers and curriculum planners provide rich opportunities for the development of these competencies in medical students by presenting educational programs and developing useful strategies.

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Introduction: Planning and implementation of effective empowerment programs and using appropriate educational methods are prerequisites for empowering teachers of medical colleges. Identification of their learning styles and presentation of training courses according to them seem to be important. This study endeavored to identify the learning styles of faculty members based on Kolb theory at Mashhad University of Medical Sciences in the academic year 2018.
Methods: This was descriptive-cross sectional research. The population was 138 teachers of Mashhad University of Medical Sciences that were teaching during the 2018-2019 and were included in level one of empowerment course for educational intents. Based on the universal sampling, the population was selected as the sample. The data collection instrument was Kolb's learning style inventory V.3.1. Data were analyzed through descriptive statistics and Chi-square and Kruskal-Wallis statistical tests.
Results: The participation rate of teachers were 77.5%. The teachers' learning styles in order of their prevalence included: 58 assimilating (59.8%), 27 converging (27.8%), 9 diverging (9.3%), 3 accommodating (3.1%). It is not found any significant relationship between dominant learning styles (assimilating and converging) and demographic variables. There was no significant difference between learning styles in basic and clinical teachers as well.
Conclusion: Due to the dominant learning style, it is suggested that in empowerment courses, more lecture teaching methods, visual methods and self-study methods with reading materials be used. It should be taken into account that there will be different learning styles in the courses, each of which requires a specific teaching method. Due to the multiplicity of learning styles, various teaching methods need to be employed.