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Learning styles, epistemological bel...

Sutphin, Allison Rae Hansen.

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Learning styles, epistemological beliefs, and information resource use by first-year medical students enrolled in a problem-based learning curriculum.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning styles, epistemological beliefs, and information resource use by first-year medical students enrolled in a problem-based learning curriculum./
Author:	Sutphin, Allison Rae Hansen.
Description:	134 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0091.
Contained By:	Dissertation Abstracts International65-01A.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3120555

Learning styles, epistemological beliefs, and information resource use by first-year medical students enrolled in a problem-based learning curriculum.
Sutphin, Allison Rae Hansen.

Learning styles, epistemological beliefs, and information resource use by first-year medical students enrolled in a problem-based learning curriculum. - 134 p.

Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0091.

Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2003.

The purposes of this study were to investigate first-year problem-based learning medical students' learning styles and epistemological beliefs, and to determine if the interaction of these characteristics affected their selection of different resource types. Subjects included all first-year medical students enrolled in the class of 2005 small group, problem-based learning curriculum at Southern Illinois University School of Medicine, Carbondale. Survey packets that contained the Learning Style Inventory (LS IIa), Epistemological Questionnaire, and the Information Resource Inventory were administered to the students. Quantitative statistics were used to analyze the data collected from 53 medical students. The study revealed (using an alpha level of .05) that the distribution of learning styles of the students differed significantly from the expected distribution of learning styles. The converger style of learning was reported with the greatest frequency. Students' epistemological beliefs were not significantly different from other adult populations, and they tended to view knowledge as certain and simple concepts that can be improved upon or developed over time. The students' reported use of different information resources differed from the expected frequencies for these students. They consistently reported using two types of resources (textbook and databases) regardless of their learning styles or epistemological beliefs. Findings from the study appeared to indicate that each learning style had a unique pattern of beliefs associated with that style, but further analysis revealed that there was no statistically significant relationship between these characteristics. However, one significant relationship between the epistemological belief, fixed ability and the reported use of resources existed. A negative relationship between fixed ability and resource use was identified; the more sophisticated students tended to be regarding fixed ability, the more types of resources they reported using. First-year medical students enrolled in a problem-based learning curriculum have specific learning styles and general adult beliefs about knowledge, but these characteristics did not affect their overall resource use.Subjects--Topical Terms:

543175
Education, Higher.

Learning styles, epistemological beliefs, and information resource use by first-year medical students enrolled in a problem-based learning curriculum.
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100 1 $a Sutphin, Allison Rae Hansen. $3 1947994
245 1 0 $a Learning styles, epistemological beliefs, and information resource use by first-year medical students enrolled in a problem-based learning curriculum.
300 $a 134 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0091.
500 $a Major Professor: Douglas Bedient.
502 $a Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2003.
520 $a The purposes of this study were to investigate first-year problem-based learning medical students' learning styles and epistemological beliefs, and to determine if the interaction of these characteristics affected their selection of different resource types. Subjects included all first-year medical students enrolled in the class of 2005 small group, problem-based learning curriculum at Southern Illinois University School of Medicine, Carbondale. Survey packets that contained the Learning Style Inventory (LS IIa), Epistemological Questionnaire, and the Information Resource Inventory were administered to the students. Quantitative statistics were used to analyze the data collected from 53 medical students. The study revealed (using an alpha level of .05) that the distribution of learning styles of the students differed significantly from the expected distribution of learning styles. The converger style of learning was reported with the greatest frequency. Students' epistemological beliefs were not significantly different from other adult populations, and they tended to view knowledge as certain and simple concepts that can be improved upon or developed over time. The students' reported use of different information resources differed from the expected frequencies for these students. They consistently reported using two types of resources (textbook and databases) regardless of their learning styles or epistemological beliefs. Findings from the study appeared to indicate that each learning style had a unique pattern of beliefs associated with that style, but further analysis revealed that there was no statistically significant relationship between these characteristics. However, one significant relationship between the epistemological belief, fixed ability and the reported use of resources existed. A negative relationship between fixed ability and resource use was identified; the more sophisticated students tended to be regarding fixed ability, the more types of resources they reported using. First-year medical students enrolled in a problem-based learning curriculum have specific learning styles and general adult beliefs about knowledge, but these characteristics did not affect their overall resource use.
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