| ORIGINAL RESEARCH PAPER |
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| Year : 2006 | Volume
: 19
| Issue : 3 | Page : 289-297 |
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Learning Strategies used by Cardiology Residents: Assessment of Learning Styles and their Correlations
Alberto Alves De Lima, Maria Ines Bettati, Sergio Baratta, Mariano Falconi, Fernando Sokn, Amanda Galli, Carlos Barrero, Arturo Cagide, Ricardo Iglesias
Educational Department, Argentine Society of Cardiology, Buenos Aires, Argentina
Correspondence Address:
Alberto Alves De Lima
Educational Department, Argentine Society of Cardiology, Azcue´naga 980 (C1115AAD), Ciudad de Buenos Aires, Buenos Aires
Argentina
 Source of Support: None, Conflict of Interest: None  | Check |
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Objective: To identify the learning styles of a group of cardiology residents (R) undergoing a training program at the University of Buenos Aires and to identify correlations of these styles.
Methods: Statistical data were obtained through a 120-question survey developed by Vermunt and colleagues, which identified four different learning styles: constructiondirected; reproduction-directed; application-directed; and undirected. Four variables were identified [gender, previous experience as a teaching assistant (TA) in medical school, university final average (FA) and the public or private institution/centre of origin] in order to analyse level of correlation with learning styles (LS). Between April 2001 and April 2002, 149 residents (R) completed the survey. Average age was 29 (+2.7) years old; with 63% being men.
Findings: The predominant LS were oriented toward knowledge application. In terms of variables, no differences regarding gender were detected; the R with TA showed undirected LS characteristics; those with a low FA registered a tendency towards reproduction-directed LS; and those residents at public/state medical centres indicated construction-directed LS tendencies.
Conclusion: An application-directed learning style predominates in this group of residents. Information regarding learning styles can provide foundations upon which arguments can be made for changes in education that are traditionally not evidencebased. |
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