The Correlation Between Learning Style Preferences and Objective Structured Clinical Examination Score Among Undergraduate Medical Students of Udayana University, Bali

摘要

Various learning styles between medical students demand for a suitable teaching method to help every undergraduate medical students study well, especially in clinical skills. This study was conducted to identify learning styles preferences of undergraduate medical students, and alsoto determine the correlation of learning preferences with learning outcomes in the clinical examinations. A cross-sectional study was conducted among first-year medical students of Udayana University, Bali. The learning style preferences of those students were assessed using The Honey andMumford Learning Style Questionnaire. Spearman test was performed between learning styles, and the student examination results in an Objective Structured Clinical Examinations (OSCE). Each of the students could have more than one strong preference toward learning style. There were 78.4% ofstudents who showed strong preference toward reflector learning style, followed by theorist (56.5%), activist (52.6%), and pragmatist (47%). The mean of those first-year medical students’ OSCE score was 83.03 (SD+9.415). There was no significant correlation between learning style preferencesand OSCE scores. Majority of the students in this study had strong preference of reflector learning style. Although this study proved that learning style preferences did not contribute significantly to the learning outcomes in clinical examinations, but it showed that clinical study methodin this institution was relatively good to be applied in medical students with various learning style. Future work to reassess the viability of this teaching-learning program will be beneficial to help medical teachers in facilitating students to become more capable learners.