Association of learning styles with research self-efficacy: study of short-term research training program for medical students.
Association of learning styles with research self-efficacy: study of short-term research training program for medical students.
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DOI：
10.1111/cts.12197
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发表时间：
2014-12
期刊：
影响因子：
--
通讯作者：
Jeste DV
中科院分区：
文献类型：
--
作者：
Dumbauld J;Black M;Depp CA;Daly R;Curran MA;Winegarden B;Jeste DV
随着对培养未来内科科学家的需求不断增长，确定可能从研究培训计划中受益的医学生的特征非常重要。这项研究评估了参加联邦资助的短期研究培训项目的医科学生的特定学习风格是否与研究自我效能感（研究事业成功的一个预测因素）有关。来自28所医学院的75名一年级医学生，被选中参加两个竞争性的nih支持的老年研究培训暑期项目，完成了基线学习风格评估量表，以及培训前后的研究自我效能感。我们研究了个人学习风格（视觉-语言、顺序-全局、感觉-直觉和主动反思）与学生性别、医学院排名和研究自我效能的关系。研究自我效能感在培训项目后显著提高。口头学习风格的学生在基线时的研究自我效能显著提高，而视觉学习风格、顺序学习风格和直觉学习风格的学生在基线至训练后的研究自我效能显著提高。学习方式与学生性别及医学院排名之间无显著关系。对学习风格的评估可以提供有用的信息来指导未来旨在培养下一代内科科学家的培训努力。
With a growing need for developing future physician scientists, identifying characteristics of medical students who are likely to benefit from research training programs is important. This study assessed if specific learning styles of medical students, participating in federally funded short-term research training programs, were associated with research self-efficacy, a predictor of research career success. Seventy-five first-year medical students from 28 medical schools, selected to participate in two competitive NIH-supported summer programs for research training in aging, completed rating scales to evaluate learning styles at baseline, and research self-efficacy before and after training. We examined associations of individual learning styles (visual-verbal, sequential-global, sensing-intuitive, and active-reflective) with students’ gender, ranking of medical school, and research self-efficacy. Research self-efficacy improved significantly following the training programs. Students with a verbal learning style reported significantly greater research self-efficacy at baseline, while visual, sequential, and intuitive learners demonstrated significantly greater increases in research self-efficacy from baseline to post-training. No significant relationships were found between learning styles and students’ gender or ranking of their medical school. Assessments of learning styles may provide useful information to guide future training endeavors aimed at developing the next generation of physician-scientists.
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影响因子：
4.7
作者：
Halbert, Caitlin;Kriebel, Richard;Fresa-Dillon, Kerin
通讯作者：
Fresa-Dillon, Kerin
DOI：
10.1080/14703290110035437
发表时间：
2001-05-01
期刊：
INNOVATIONS IN EDUCATION AND TRAINING INTERNATIONAL
影响因子：
--
作者：
De Vita, G
通讯作者：
De Vita, G
影响因子：
3.8
作者：
Dee, KC;Nauman, EA;Rice, J
通讯作者：
Rice, J
影响因子：
2.5
作者：
Hosford, Charles C.;Siders, William A.
通讯作者：
Siders, William A.
DOI：
10.1176/appi.ap.35.1.40
发表时间：
2011-01
期刊：
Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry
影响因子：
--
作者：
Back SE;Book SW;Santos AB;Brady KT
通讯作者：
Brady KT