Learning Style versus Time Spent Studying and Career Choice: Which Is Associated with Success in a Combined Undergraduate Anatomy and Physiology Course?

Autor/inn/en	Farkas, Gary J.; Mazurek, Ewa; Marone, Jane R.
Titel	Learning Style versus Time Spent Studying and Career Choice: Which Is Associated with Success in a Combined Undergraduate Anatomy and Physiology Course?
Quelle	In: Anatomical Sciences Education, 9 (2016) 2, S.121-131 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1563
Schlagwörter	Cognitive Style; Career Choice; Student Attitudes; Medical Schools; Dental Schools; Optometry; Pharmaceutical Education; Scores; Physical Therapy; Occupational Therapy; Correlation; Health Services; Physiology; Science Instruction; Student Surveys; Gender Differences; Study Habits; Time Management; Allied Health Personnel; Nursing Education; Socioeconomic Influences; College Preparation; Undergraduate Students + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Schülerverhalten; Medizinische Ausbildung; Physiotherapie; Beschäftigungstherapie; Korrelation; Health service; Gesundheitsdienst; Gesundheitswesen; Physiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerbefragung; Geschlechterkonflikt; Study behavior; Study behaviour; Studienverhalten; Zeitmanagement; Pflegepädagogik; Sozioökonomischer Faktor
Abstract	The VARK learning style is a pedagogical focus in health care education. This study examines relationships of course performance vs. VARK learning preference, study time, and career plan among students enrolled in an undergraduate anatomy and physiology course at a large urban university. Students (n?=?492) from the fall semester course completed a survey consisting of the VARK questionnaire, gender, academic year, career plans, and estimated hours spent per week in combined classroom and study time. Seventy-eight percent of students reported spending 15 or fewer hours per week studying. Study time and overall course score correlated significantly for the class as a whole (r?=?0.111, P?=?0.013), which was mainly due to lecture (r?=?0.118, P?=?0.009) performance. No significant differences were found among students grouped by learning styles. When corrected for academic year, overall course scores (mean?±?SEM) for students planning to enter dentistry, medicine, optometry or pharmacy (79.89?±?0.88%) were significantly higher than those of students planning to enter physical or occupational therapies (74.53?±?1.15%; P?=?0.033), as well as nurse/physician assistant programs (73.60?±?1.3%; P?=?0.040). Time spent studying was not significantly associated with either learning style or career choice. Our findings suggest that specific career goals and study time, not learning preferences, are associated with better performance among a diverse group of students in an undergraduate anatomy and physiology course. However, the extent to which prior academic preparation, cultural norms, and socioeconomic factors influenced these results requires further investigation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01