بررسي سبك هاي يادگيري دانشجويان دندانپزشكي مقطع باليني دانشگاه علوم پزشكي اردبيل و تعيين ارتباط آن با ميزان رضايتمندي از وضعيت آموزشي

Evaluation of Learning Styles of Clinical Dental Students in Ardabil University of Medical Sciences and Determining Their Relationship with Satisfaction with Education Status

آموزش و يادگيري تحت تاثير متغيرهاي مختلفي از جمله الگوي يادگيري قرار دارد كه مي تواند بر عملكرد تحصيلي و برون ده آموزش عالي اثرگذار باشد. هدف مطالعه ي حاضر ارزيابي الگوي يادگيري دانشجويان دندانپزشكي و نيز رضايت مندي آن ها از آموزش دانشكده ي دندانپزشكي بود. روش بررسي در اين مطالعه توصيفي-تحليلي كه در سال تحصيلي 96-95 انجام شد، 109 نفر از دانشجويان مقطع باليني دندانپزشكي وارد مطالعه شدند و پس از آموزش لازم پرسش نامه ي الگوي يادگيري Kolb را تكميل كردند. همچنين در قالب يك سوال رضايت مندي آن ها از آموزش دانشكده ي دندانپزشكي با امتياز 0 تا 10 (كاملا ناراضي تا كاملا راضي) سنجيده شد. يافته ها با p<0.05 معني دار در نظر گرفته شد. يافته ها: به ترتيب الگوي يادگيري همگرايي (8/57%)، جذب كننده (6/21%)، واگرا (8/12%) و انطباق يابنده (8/7%) بيشترين تا كمترين الگوي يادگيري را تشكيل مي داد. ارتباطي ميان الگوي يادگيري با جنسيت، معدل تحصيلي و ترم تحصيلي مشاهده نشد. ميانگين رضايت مندي آموزشي دانشجويان 6/2 ±8/4 بود و با سبك يادگيري رابطه اي معني دار نداشت (p=0/4). نتيجه گيري: يادگيري همگرايي و جذب كننده شايع ترين الگوي يادگيري دانشجويان دندانپزشكي دانشكده علوم پزشكي اردبيل بود. بر اين اساس آموزش بر مبناي حل مشكل در كنار سخنراني مي تواند به عنوان روش هاي آموزشي مناسب پيشنهاد شود.

Education and learning are affected by different variables, such as learning style, which can affect educational performance and higher education output. This study aimed to evaluate the learning styles of dental students and their satisfaction with education at the dental school. Materials and Methods This descriptive-analytical study was performed on 109 clinical dental students in 2016-2017. After completing the Kolb learning style questionnaire, the satisfaction of students with the education at the dental school was assessed with one question scored in a range of 0-10 (from completely dissatisfied to completely satisfied). In addition, a P-value of less than 0.05 was considered significant. Results In this study, the learning styles of converging (57.8%), assimilating (21.6%), diverging (12.8%), and accommodating (7.8%) were the most-to-least used styles, respectively. According to the results, no relationship was observed between the learning model and variables of gender, GPA, and academic semester. Moreover, there was no significant association between mean educational satisfaction of students (4.8±2.6) and their learning style (P=0.4). Conclusion According to the results of the present study, converging and assimilating learning styles were the most frequently applied learning models among dental students. It is recommended that problem-focused education along with lecture-based teaching be applied as a suitable training method.