A Phenomenological Exploration of Experiences Related to Learning Styles Among Undergraduate Medical Students in a Barbadian Medical School
Nkemcho Ojeh,1 Heather Harewood,1 Natalie Greaves,1 Natasha Sobers,2 Koelle Boyce,3 Paula Michele Lashley,1 O Peter Adams,1 Joanne Paul-Charles,1 Md Anwarul Azim Majumder1 1Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Bridgetown, Barbados; 2George Alleyne Chronic...
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| Format: | Article |
| Language: | English |
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Dove Medical Press
2023-10-01
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| Series: | Advances in Medical Education and Practice |
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| Online Access: | https://www.dovepress.com/a-phenomenological-exploration-of-experiences-related-to-learning-styl-peer-reviewed-fulltext-article-AMEP |
| _version_ | 1797658994683150336 |
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| author | Ojeh N Harewood H Greaves N Sobers N Boyce K Lashley PM Adams OP Paul-Charles J Majumder MAA |
| author_facet | Ojeh N Harewood H Greaves N Sobers N Boyce K Lashley PM Adams OP Paul-Charles J Majumder MAA |
| author_sort | Ojeh N |
| collection | DOAJ |
| description | Nkemcho Ojeh,1 Heather Harewood,1 Natalie Greaves,1 Natasha Sobers,2 Koelle Boyce,3 Paula Michele Lashley,1 O Peter Adams,1 Joanne Paul-Charles,1 Md Anwarul Azim Majumder1 1Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Bridgetown, Barbados; 2George Alleyne Chronic Disease Research Centre, The University of the West Indies, Cave Hill Campus, Bridgetown, Barbados; 3Campus Quality Assurance Office, The University of the West Indies, Cave Hill Campus, Bridgetown, BarbadosCorrespondence: Md Anwarul Azim Majumder; Heather Harewood, Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Bridgetown, Barbados, Tel +1 246 4691 ; +1 246 4703, Fax +1 438 9170, Email azim.majumder@cavehill.uwi.edu; heather.harewood@cavehill.uwi.eduIntroduction: Learning style (LS) frameworks have been implemented by educators to promote participatory learning in order to strengthen learner engagement and to enhance learning outcomes. Self-efficacy has been shown to have an association with learning style and is a predictor of clinical performance and other qualities in medical students. This study examined the perspectives of second and final year medical students in a Caribbean-based medical school, relative to their learning approaches, teaching exposures and preparation for assessments.Methods: An interpretivist qualitative approach was used to analyze data from two focus groups, conducted as part of a sequential mixed-methods study (November 2018-February 2019) with medical students in the second and final year of study. Discussions were audio-recorded, transcribed verbatim, and inductively coded with in-depth thematic analysis assisted by NVivo software.Results: Six Year 2 (Female: Male = 5:1) and seven Year 5 (Female: Male = 5:2) participants, ranging between 18 and 34 years and with a range of LS were recruited into the study. Analysis and data reduction produced three organizing themes: “Dynamics of information delivery and acquisition”, “Pivoting”, and “LS identification, awareness and mutability”, and the global construct “Individual and environmental factors modulate the influence of LS preference in triggering self-efficacy”. In managing information received in class, students used textbooks, YouTube videos, and collaborative learning to augment perceived gaps in lectures and their personal notes. Learning style self-awareness is useful for facilitating self-efficacy throughout medical school, especially at points of transition within the programme of study.Conclusion: LS theory and testing appear to be useful for student and teacher awareness. In practice, honing students’ adaptability to varying learning settings may be more relevant in helping students achieve self-efficacy.Keywords: self-efficacy, VARK questionnaire, focus group discussion, pre-clinical and clinical education, Caribbean |
| first_indexed | 2024-03-11T18:08:34Z |
| format | Article |
| id | doaj.art-bafd8f6bb4574c28ae49f91c78fa706d |
| institution | Directory Open Access Journal |
| issn | 1179-7258 |
| language | English |
| last_indexed | 2024-03-11T18:08:34Z |
| publishDate | 2023-10-01 |
| publisher | Dove Medical Press |
| record_format | Article |
| series | Advances in Medical Education and Practice |
| spelling | doaj.art-bafd8f6bb4574c28ae49f91c78fa706d2023-10-17T02:44:20ZengDove Medical PressAdvances in Medical Education and Practice1179-72582023-10-01Volume 141105111887177A Phenomenological Exploration of Experiences Related to Learning Styles Among Undergraduate Medical Students in a Barbadian Medical SchoolOjeh NHarewood HGreaves NSobers NBoyce KLashley PMAdams OPPaul-Charles JMajumder MAANkemcho Ojeh,1 Heather Harewood,1 Natalie Greaves,1 Natasha Sobers,2 Koelle Boyce,3 Paula Michele Lashley,1 O Peter Adams,1 Joanne Paul-Charles,1 Md Anwarul Azim Majumder1 1Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Bridgetown, Barbados; 2George Alleyne Chronic Disease Research Centre, The University of the West Indies, Cave Hill Campus, Bridgetown, Barbados; 3Campus Quality Assurance Office, The University of the West Indies, Cave Hill Campus, Bridgetown, BarbadosCorrespondence: Md Anwarul Azim Majumder; Heather Harewood, Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Bridgetown, Barbados, Tel +1 246 4691 ; +1 246 4703, Fax +1 438 9170, Email azim.majumder@cavehill.uwi.edu; heather.harewood@cavehill.uwi.eduIntroduction: Learning style (LS) frameworks have been implemented by educators to promote participatory learning in order to strengthen learner engagement and to enhance learning outcomes. Self-efficacy has been shown to have an association with learning style and is a predictor of clinical performance and other qualities in medical students. This study examined the perspectives of second and final year medical students in a Caribbean-based medical school, relative to their learning approaches, teaching exposures and preparation for assessments.Methods: An interpretivist qualitative approach was used to analyze data from two focus groups, conducted as part of a sequential mixed-methods study (November 2018-February 2019) with medical students in the second and final year of study. Discussions were audio-recorded, transcribed verbatim, and inductively coded with in-depth thematic analysis assisted by NVivo software.Results: Six Year 2 (Female: Male = 5:1) and seven Year 5 (Female: Male = 5:2) participants, ranging between 18 and 34 years and with a range of LS were recruited into the study. Analysis and data reduction produced three organizing themes: “Dynamics of information delivery and acquisition”, “Pivoting”, and “LS identification, awareness and mutability”, and the global construct “Individual and environmental factors modulate the influence of LS preference in triggering self-efficacy”. In managing information received in class, students used textbooks, YouTube videos, and collaborative learning to augment perceived gaps in lectures and their personal notes. Learning style self-awareness is useful for facilitating self-efficacy throughout medical school, especially at points of transition within the programme of study.Conclusion: LS theory and testing appear to be useful for student and teacher awareness. In practice, honing students’ adaptability to varying learning settings may be more relevant in helping students achieve self-efficacy.Keywords: self-efficacy, VARK questionnaire, focus group discussion, pre-clinical and clinical education, Caribbeanhttps://www.dovepress.com/a-phenomenological-exploration-of-experiences-related-to-learning-styl-peer-reviewed-fulltext-article-AMEPself-efficacyvark questionnairefocus group discussionpre-clinical and clinical educationcaribbean. |
| spellingShingle | Ojeh N Harewood H Greaves N Sobers N Boyce K Lashley PM Adams OP Paul-Charles J Majumder MAA A Phenomenological Exploration of Experiences Related to Learning Styles Among Undergraduate Medical Students in a Barbadian Medical School Advances in Medical Education and Practice self-efficacy vark questionnaire focus group discussion pre-clinical and clinical education caribbean. |
| title | A Phenomenological Exploration of Experiences Related to Learning Styles Among Undergraduate Medical Students in a Barbadian Medical School |
| title_full | A Phenomenological Exploration of Experiences Related to Learning Styles Among Undergraduate Medical Students in a Barbadian Medical School |
| title_fullStr | A Phenomenological Exploration of Experiences Related to Learning Styles Among Undergraduate Medical Students in a Barbadian Medical School |
| title_full_unstemmed | A Phenomenological Exploration of Experiences Related to Learning Styles Among Undergraduate Medical Students in a Barbadian Medical School |
| title_short | A Phenomenological Exploration of Experiences Related to Learning Styles Among Undergraduate Medical Students in a Barbadian Medical School |
| title_sort | phenomenological exploration of experiences related to learning styles among undergraduate medical students in a barbadian medical school |
| topic | self-efficacy vark questionnaire focus group discussion pre-clinical and clinical education caribbean. |
| url | https://www.dovepress.com/a-phenomenological-exploration-of-experiences-related-to-learning-styl-peer-reviewed-fulltext-article-AMEP |
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