AYŞE HİLAL BATI, Nilüfer DEMİRAL YILMAZ, Tahir YAĞDI

Öğrenme stilleri ve öğrenme yaklaşımları: Birbirleri ile ilişkili mi ve tıp eğitimi sırasında değişiyor mu?

Amaç: Araştırmanın amacı, Ege Üniversitesi Tıp Fakültesiöğrencilerinin eğitim süreçlerinde öğrenme stil ve yaklaşımlarınınbelirlenmesi ve öğrenme stilleri ile öğrenme yaklaşımlarıarasındaki ilişkinin değerlendirilmesidir.Gereç ve Yöntem: Araştırma, 2008-2009 akademik yılındaEge Üniversitesi Tıp Fakültesinde eğitime başlayan öğrencilerineğitimlerinin 1., 2. ve 4. yıllarında gerçekleştirilmiştir. Araştırmadakullanılan ölçekleri üç akademik yılda da eksiksiz olarak dolduranöğrenciler araştırma grubunu oluşturmuştur. Öğrencilerin herdönemdeki öğrenme stilleri ve öğrenme yaklaşımları belirlenmiştir.Bulgular: Öğrencilerin ilerleyen eğitim yıllarında belirlenen,ayrıştıran ve değiştiren öğrenme stillerindeki artış ve özümseyenstildeki azalma istatistiksel önem taşımamaktadır. Öğrencilerinyıllar içinde derin öğrenme yaklaşım puanlarındaki azalmaönemlidir. Öğrenme stilleri ile öğrenme yaklaşımları arasındakiilişki değerlendirildiğinde ilk iki yılda değiştiren öğrenme stilinesahip öğrencilerin derin yaklaşım puanlarının daha düşük olduğu,4. yılda ise öğrenme stil ve yaklaşımları arasında ilişki olmadığısaptanmıştır.Sonuç: Ege Üniversitesi Tıp Fakültesi öğrencilerinin üçfarklı dönemdeki öğrenme stili izlemleri, detayları önemseyerekbütünü anlamaya çalışan, sorun çözümüne yönelen, gelenekselöğrenmeden uzaklaşan bir yönelimi işaret etmektedir. Derinöğrenme yaklaşımlarındaki azalma sınav sistemine bağlanabilir.

Anahtar Kelimeler:

Öğrenme, Öğrenme stilleri, Öğrenme yakaşımları, Mezuniyet öncesi tıp eğitimi

Learning styles and learning approaches: How closely are they associated with each other and do they change during medical education?

Objectives: This study aims to determine medical students’learning styles and approaches and to evaluate the relationshipbetween them, as well as observe whether any changes occur inthese during the course of their education.Methods and Materials: This research was carried out onstudents who were enrolled in 2008-2009 and was conducted intheir first, second and fourth years. The study group consisted ofstudents who had fully completed the scales of measurement usedfor this research in all years. Learning styles and approaches weredetermined for each period.Results: An increase in the convergent and divergent stylesand a decrease in the assimilator style, determined over the yearswere not statistically significant. The decline in the deep learningapproach scores was important. Evaluating the relationship betweenthe learning styles and approaches, we found that the deep learningapproach scores with the divergent style were lower in the first twoyears; however, no relationship was observed in the fourth year.Conclusions: The learning style follow-up study indicatesa trend among students who will try to understand the whole bygiving importance to details, to focus on problem solving, andto move away from traditional learning. The decrease in deeplearning approaches may be linked to the nature of assignmentsand testing systems.

Keywords:

Learning, Learning styles, Learning approaches, Undergraduate medical education,

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