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. 2019 Jul 9;29(3):619-623.
doi: 10.1007/s40670-019-00766-6. eCollection 2019 Sep.

Comparison of Medical Student Learning Styles and Exam Performance in an Integrated Curriculum

Quentin J Reynolds  1 , Gary L Beck Dallaghan  1 , Katie Smith  1 , Joshua A Walker  1 , Kurt O Gilliland  1
Affiliations

Comparison of Medical Student Learning Styles and Exam Performance in an Integrated Curriculum

Quentin J Reynolds et al. Med Sci Educ. .

Abstract

Background: There has been an emphasis on the implementation of self-directed learning in medical education. Kolb's experiential learning theory could be a useful framework in curriculum development.

Activity: During the 2016-2017 academic year, participants completed the learning styles inventory. Percent time dedicated to lecture, laboratory, small groups, modules, simulations, and exams was collected along with participant academic performance.

Results: Findings showed that the curriculum delivery accommodated Assimilators and Convergers, with Convergers primarily outscoring the other categories.

Discussion: Although efforts emphasized self-directed learning, the curriculum is still delivered by lectures. Based on Kolb's theory, lecturing benefits Converger and Assimilator learning styles.

Keywords: Course performance; Kolb’s theory; Learning styles inventory; Medical students.

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Conflict of interest statement

Conflict of InterestThe authors declare that they have no conflict of interest.

Figures

Fig. 1
Fig. 1
Kolb’s experiential learning model
See this image and copyright information in PMC

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