Evaluation of preferred learning styles among undergraduate students of Government Medical College, Jammu

Background: A person’s preferred method of collecting, processing, interpreting, and organizing knowledge is referred to as his/her “learning style” and several models exist to assess one’s preferred learning style. The VARK model that encompasses four sensory modalities, namely, Visual (V), Auditory (A), Read/Write (R), and Kinesthetic (K) provides students with insight into their preferred forms of sensory information perception. Aims and Objectives: The aim of the study was (1) to evaluate the learning styles of medical undergraduates, and (2) to determine the gender-specific relationship between learning style and academic performance. Materials and Methods: A cross-sectional study was carried out for duration of three months, covering 200 MBBS students (males and females both) from all phases of the MBBS. The VARK self-administered structured questionnaire, version 7.8, was distributed among students and their response collected. Results: About 53% of pupils in the current study utilized multimodal learning, while 47% utilized unimodal knowledge. Kinesthetic approach was the most prevalent unimodal approach (22%), followed by auditory (21%). Bimodal was the most common multimodal strategy, accounting for 31% of all multimodal techniques (Audio and kinesthetic together). About 1% were tetramodal (visual, aural, read/write, and kinesthetic), and 21% were trimodal (auditory, read/write, and kinesthetic). There was no statistically significant correlation between gender and learning styles. Conclusion: VARK is a useful tool to collect information about different learning styles. It makes the student as well as the educator aware about different learning style preferences. Moreover, it is better if students in a teaching medical institute are made aware of their preferred learning style.

Study Of Learning Style Preferences In Students Of Different Phases Of Medical Undergraduate Course In Relation To Gender And Academic Performance

Background: To become effective faculty, he should understand a learner’s characteristics and their learningstyle. Matching students’ learning styles with a learning framework has resulted in improved test scores. Thisstudy was initiated to identify the learning styles of MBBS students and explored the relationship betweenlearning style preferences and students’ gender and academic achievement.Methods: We conducted cross-sectional study on students from the medical college studying in MBBS second,final prof (part-I) and final prof (part-II). The VARK questionnaire was used to identify the learning style preference. Based on the instructions given for the VARK inventory, scores were calculated to determine the predominant learning modality used by each individual.Results: The students of MBBS showed multiple learning preferences (52%) only slightly more than unimodalstyle (48 %). None of the students showed quadrimodal learning preference.In 2nd professional students, readwrite was preferred mode followed by auditory while in final prof (both part 1 & 2) kinesthetic /read-writelearning style was preferred in unimodal types.Female students scored higher in all four components as compared to male students.There was no relationship between learning style preference and academic achievement.Conclusion: This study demonstrated that many medical students at this single medical institution prefer to learnusing all VARK modalities. There can be different type of learners in a single batch of medical students, soeducators’ awareness of various learning styles of students is a must. Identifying differences in learning stylescould potentially be used in medical curriculum.

A Study to Assess Whether Medium of Instruction in School Does Affect the Learning Style Preferences of First Year Medical Students

Introduction: First-year medical students coming from different backgrounds and mediums of schooling have to cope up witha vast amount of information. Learning is influenced by the mode of input that has been presented to the students. They havedifferent learning styles and preferences as far as knowledge uptake is concerned. Visual, Auditory, Reading/Writing, andKinesthetic (VARK) are among the known modes of information presentation.Purpose: The present study was aimed at checking out if the medium of instruction in schools affected preference in learningstyles among the 1st-year medical students. This could be of help probably in providing customized instructive plans if required.Methods: In the present study, 116 1st-year medical students from Grant Government Medical College coming from differentmediums of instruction in school were included and categorized as English medium (EM) and Non-EM (NEM). The standardVARK questionnaire developed by Fleming was used in the study to assess their learning preferences.Results: No significant difference in learning style preference for both EM and NEM was found in either multimodal or unimodallearners. Further breakdown of the multimodal learners into modality combinations, i.e., bimodal, trimodal, and quadmodal, too,did not reveal any significant learning style difference among the different mediums.Conclusion: As no significant difference in learning style preference among students from different mediums were revealedin the present study, there seems to be no need of personalized teaching strategy differences for the students coming fromdifferent backgrounds and medium of instruction.

Procesos de aprendizaje adulto en contextos de educación no formal / Adult Learning Processes in Non-Formal Education Contexts

Resumen La compresión de los procesos de aprendizaje durante la adultez requiere considerar tanto el contexto de aprendizaje como las características personales de los aprendices. En este marco, el estudio que se describe en este artículo explora los procesos de aprendizaje adulto en contextos no formales siguiendo el modelo de Kolb (1984), a la vez que se analiza su variabilidad en función de diferentes características personales de los participantes. Los resultados obtenidos confirmaron la existencia de una importante variabilidad en las formas de aprender de los adultos participantes en la investigación, y mostraron que algunas características personales como las condiciones socio-laborales y la trayectoria personal de riesgo guardaban relación con las diferencias observadas. El papel de estas características personales, así como de otras variables relacionadas con los adultos como aprendices, es discutido, a la vez que se destacan importantes implicaciones metodológicas a tener en cuenta cuando se planifican experiencias educativas no formales con personas adultas.

Abstract It is necessary to evaluate the learning context and individual characteristics of learners to understand the adult learning process. In this study, adult learning processes at non-formal situations according to Kolb´s model (1984) are described, considering its variability according to individual characteristics. Variability in adult learning processes was found, with socio-laboral conditions and risk trajectories playing a relevant role. These results are discussed, and methodological implications for planning adult learning experiences are highlighted.

The preferred learning styles utilizing VARK among nursing students with bachelor degrees and associate degrees in China

Abstract Objective This study aimed to determine the differences in learning style preferences among bachelor degree nursing students at Central South University and associate degree nursing students at the Vocational Health School in China. Methods This study was a cross-sectional survey using the Chinese version of the VARK questionnaire to assess preferred learning styles: 159 enrolled bachelor degree nursing students and 199 enrolled associate degree nursing students completed the questionnaire with a response rate of 96.8%. Results The bachelor degree nursing students tend to prefer a multimodal learning style (58.49%), which significantly differed from that of associate degree nursing students (45.77%). The kinaesthetic modality was the predominant unimodal learning style among the bachelor degree and associate degree nursing students (18.20% and 33.67%), and the read-write modality was the least popular modality (2.5% and 4.02%). Conclusion There are both differences and similarities between the learning style preferences of bachelor degree and associate degree nursing students. Educational background is one of the most critical factors that influence the learning style preference of nursing students. This finding may be necessary and beneficial for carrying out future curricula reform. In addition, further comprehensive research should be conducted to examine the relationships between learning style preferences and academic performance, as well as learning style preferences and teaching methods.

Escala de estilos de aprendizagem em situações de uso de tecnologias: busca por evidências de validade de conteúdo / Learning styles scale in technology use situations: search for content validity evidences

Esse estudo teve como objetivo a busca por evidências de validade de conteúdo de uma nova escala, em desenvolvimento, intitulada Escala de Estilos de Aprendizagem em Situações de Uso de Tecnologias. Para tanto, quatro juízes na área de avaliação psicológica avaliaram os 40 itens que compõem a escala, considerando quatro estilos de aprendizagem: ativo, reflexivo, teórico e pragmático, estabelecidos por Alonso, Gallego e Honey (1997). Originalmente, a maioria dos itens (n=34) apresentou índices de concordância acima de 75%, mostrando-se satisfatórios. Duas novas rodadas de avaliação foram conduzidas com os itens que foram reformulados ou substituídos por novos, sendo que, após esse procedimento, atingiram o índice de concordância esperado. As análises dos coeficientes Kappa evidenciaram índices acima de 0,75. Os resultados apontaram a adequação da escala aos conteúdos do modelo que pretende avaliar, mostrando-se adequada para uso em outros estudos, empíricos, de investigação de suas qualidades psicométricas (AU).

This study aimed to search for evidence of content validity of the Learning Styles Scale in Technology use situations, a scale in development. For that, four judges working in the psychological assessment evaluated the 40 items of the scale, considering four learning styles: active, reflective, theoretical, and pragmatic, proposed by Alonso, Gallego and Honey (1997). Originally, most of the items (n=34) showed concordance rates above 75%, being satisfactory. Two new rounds of evaluation were conducted with the items that have been rewritten or replaced by new ones, and after this procedure reached the expected level of agreement. The analyzes showed Kappa coefficients indices above 0.75. The results showed the adequacy of the scale to the contents of the model that it intends to evaluate, being suitable for use in other studies involving empirical research of its psychometric qualities (AU).

The influence of learning style in understanding analogies and 2D animations in embryology course / 대한해부학회지

Undergraduate students struggle to comprehend embryology because of its dynamic nature. Studies have recommended using a combination of teaching methods to match the student's learning style. But there has been no study to describe the effect of such teaching strategy over the different types of learners. In the present study, an attempt has been made to teach embryology using the combination of analogies and simple 2D animations made with Microsoft powerpoint software. The objective of the study is to estimate the difference in academic improvement and perception scale between the different types of learners after introducing analogies and 2D animation in a lecture environment. Based on Visual, Aural, Read/Write, and Kinesthetic (VARK) scoring system the learners were grouped into unimodal and multimodal learners. There was significant improvement in post-test score among the unimodal (P < 0.001) and multimodal learners (P < 0.001). When the post-test score was compared between the two groups, the multimodal learners performed better the unimodal learners (P=0.018). But there was no difference in the perception of animations and analogies and long-term assessment between the groups. The multimodal learners performed better than unimodal learners in short term recollection, but in long term retention of knowledge the varied learning style didn't influence its outcome.

Distribution and the relations with study between sensory learning style of military medical students and those of local ones / 中华医学教育探索杂志

Objective To offer reference for targeted teaching and a good understanding of teaching objects by comparingthe sensory learning style of military medical students and that of local ones and studying the the relations between its distribution and study motivations and achievements.Methods In December 2016,the medical students on campus in some military and local medical university in shanghai were surveyed by appointed person with comprehensive questionnaires including Learning Motivation Scale,Sensory Learning Style Scale,and so on.3 027 questionnaires were provided and 2 791 valid results were collected (92.2％).We compared the differences in the distribution sorts and intensions of sensory learning style between military and local medical students by SPSS 16.0 chi-square test and nonparametric test,and then respectively compared the relationship between their sorts and intensions and study motivation,performance,and so on.Results There was no statistically significant difference in the distribution patterns of sensory learning style and intensions of single style between military and local medical students.(x2=8.345,P=0.080;Z=0.936,P=0.349),which were both mainly multiple styles,single Kinesthetic and Read/Write,and general intension.It showed difference in study motivation and self-assessment of learning attitude in different distribution sorts of sensory learning style of military medical students (x2=16.569,19.776,P＜0.05),while no difference in academic performance and its expectation (x2=7.439,6.219,P=0.114,0.183).It showed no difference in study motivation,self-assessment of learning attitude and academic performance in different intensions of single style of military medical students (x2=1.348,3.479,1.251,P=0.510,0.176,0.535),whileshowed difference in their expectation of academic performance (x2=24.482,P=0.000).It showed no sig-nificance in study motivation,self-assessment of learning attitude,academic performance and its expectation in both different distribution sorts of sensory learning styleand different intensions of single style of local medical students (x2=5.038,6.400,5.120,4.374,1.411,0.085,0.034,0.307,P＞0.05).Conclusion The sensory learning style of military medical students is similar with thatof local ones.Interpretating the specific learning styles of medical students is of a practical significance.The distribution sorts and intensions of medical students' learning styles is largely independent from their study.

Escala de estilos de aprendizagem em situações de uso de tecnologias: estrutura interna / Scale of learning styles in technology use situations: internal structure / Escala de estilos de aprendizaje en situaciones de uso de technologías: estructura interna

Com a finalidade de buscar evidências de validade baseadas na estrutura interna da Escala de Estilos de Aprendizagem em Situações de Uso de Tecnologias, 378 estudantes universitários, provenientes de diferentes instituições de ensino superior e oito cursos, responderam ao instrumento. A aplicação da Análise Fatorial Exploratória, baseada na matriz de correlações tetracóricas dos itens, permitiu a identificação de quatro fatores: Teórico-Reflexivo, Pragmático, Ativo Individual, Ativo Interpessoal. A precisão da escala também foi estimada, por meio do alfa de Cronbach. Os valores oscilaram entre 0,70 e 0,80, tendo sido considerados adequados. Novos estudos de investigação das qualidades psicométricas da escala são recomendados. (AU)

In order to find validity evidence based on the internal structure of the Scale of Learning Styles in Technology Use Situations, 378 university students, from different institutions of higher education and eight majors, responded to the instrument. Exploratory Factor Analysis, based on the tetrachoric correlations matrix of the items, allowed the identification of four factors: Theoretical-Reflexive, Pragmatic, Individual Active, Interpersonal Active. The scale's accuracy was also estimated using the Cronbach's alpha. Values ranged from 0.70 to 0.80 and were considered adequate. New research studies on the psychometric qualities of the scale are recommended. (AU)

Con el fin de buscar evidencias de validez basadas en la estructura interna de la Escala de Estilos de Aprendizaje en Situaciones de Uso de Tecnologías, 378 estudiantes universitarios, procedentes de diferentes instituciones y ocho cursos, respondieron el instrumento. La aplicación del Análisis Factorial Exploratorio, basado en la matriz de correlaciones tetracóricas de los ítems, permitió la identificación de cuatro factores: Teórico-Reflexivo, Pragmático, Activo Individual, Activo Interpersonal. La precisión de la escala también fue estimada, por medio de alfa de Cronbach. Los valores oscilaron entre 0,70 y 0,80 y se consideraron adecuados. Se recomiendan nuevos estudios de investigación de las cualidades psicométricas de la escala. (AU)

Learning Styles Preferences of First Year Medical Students Of J N Medical College Belgaum: A Single Institute Experience In Karnataka, India.

Abstracts: Background: Researchers agree that in addition to cognitive factor, non-cognitive factors like learning style are predictors of performance. Students use different sensory modalities for assembling knowledge and information. This study was aim to recognize preferred learning styles of first year medical students at KLE university’s J N Medical college Belgaum India. Methodology: A cross sectional study was conducted on 150 consented students .The students were subjected to VARK learning style questionnaire to identify their learning styles preferences. The questionnaires which identify four learning style preferences/modes as visual (v), auditory (A), read and write(R) and kinaesthetic (K). Descriptive statistics was used to identify the learning styles of the students. Results: Hundred present students preferred multimodal style of learning, while 92%preferred quadrimodal, 7% trimodal , 1% bimodal. Among the four learning style preferences it was found that 99% of them preferred kinaesthetic, followed by, auditory, read/ write and visual modality. Conclusion: This study gives insight that no single teaching –learning strategy can work for effective teaching learning in medical students. Faculty teaching first year medical students has to adopt multi modal teaching-learning strategies to create effective teaching and learning environment.

Survey and research on sensory learning style of undergraduates from different specialties in military medical university / 中华医学教育探索杂志

Objective To analyze the influence of professional factor on sensory learning style of military medical university undergraduates to put basis for search effective teaching and studying strategies. Methods Taking one military medical university for example, the undergraduates in all specialties were surveyed with VARK 7.0 version on the quantity of tendencies of their sensory learn-ing styles, the distributions and strengths on condition of single style. Results ①There were statistical significances (χ2=134.916,P=0.029) in the types of sensory learning style of students from different specialties. In those with single learning orientation, the percentage was the highest in the Biotechnology Specialty (54.5%) and Nursing Specialty (49.2%), while in those with quadruple ones, the percentage was the highest in the Pharmacy Specialty (37.2%) and Chinese medical science specialty (35.3%). ②There were no statistical significance (χ2=20.372,P=0.119) in the intensity of single learning orienta-tion among different specialties. ③There were no statistical significances (χ2=26.587,P=0.185) in the type distribution of single learning orientation among different specialties. Conclusion The learning style type of sensory learning style of military medical university undergraduates were influenced by professional factors, while single learning style type distribution and the strength were not influenced by professional factors.

To describe VARK learning styles of students in Nursing / Шинэ санаа Шинэ нээлт

The term ‘‘learning styles’’ refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them. There are some types of learning style model in the world and one of them is VARK model which was developed by N.Fleming. Teaching willbecome more effective when determine learning styles of students and teach them suitable way with their learning styles. The main goal of our study is to determine learning styles of nursing students. A descriptiveconfidential questionnaire survey was conducted on 100 students who are learning at Nursing School of MNUMS. They filled VARK questionnaire with 16 question.There are most common learning style was kinesthetic one and it means teaching will be more effective when simulation, close handed and practical sets are used and increased practice hours in the curriculum.

Learning Style Preferences: A Comparison between Students of an Indian and a Malaysian Medical School.

Background: Students have different levels of motivation, attitudes about teaching-learning and responses to specific environments. The more the instructors understand the differences, better the chance they have of meeting the diverse learning needs of all their students. This study aims to analyze the learning preferences among students of an Indian and a Malaysian medical school. Methods: The study was conducted among the 2nd year medical students from an Indian medical school (group 1, n=91) and a Malaysian medical school (group 2, n=100). After obtaining informed consent, the students were instructed to fill ―the index of learning styles questionnaire‖ by Felder and Solomon. The questionnaire assesses preferences on four dimensions: processing (active/reflective), perception (sensing/intuitive), input (visual/verbal) and understanding (sequential/global). The data obtained was analyzed using descriptive statistics. Results: In group 1, 56 students were female and 35 male, and in group 2, 61 were female and 39 male. In both groups we found that active learners were common in processing, sensing learners in perception, visual in input and sequential in understanding. The comparison in the learning style between both groups revealed that active learners were more in group 2 (64%), reflective in group 1 (42%), sensing in group 2 (64%), intuitive in group 2 (37%), verbal in group 2 (26%), visual in group 1 (80%), sequential in group 2 (68%) and global in group 1(42%). Conclusion: It is recommended that educators take learning style preferences of medical students into consideration so that teaching-learning methods are designed to suit the learning styles of all or most of the students.

Learning style awareness and academic performance of students.

Introduction: Preferred approach to learning is one‘s own learning style. Learning style varies from individual to individual. When students learn in different ways; their preferred may be an important determinant of their academic performance. This study intends to explore this approach among the nursing students in Kolej Poly-Tech MARA. Methods: It was pre-test/post-test experimental study. Learning style preferences of nursing students were identified using a VARK learning style inventory. Students were informed of their preferred learning style and how to utilize their learning style strengths to improve learning for better academic performance in a one day workshop. Academic achievements of students in terms of GPA for the three consecutive examinations, two held before and one held after the workshop, were collected from the academic departments. Repeated measure ANOVA was done to compare the GPAs obtained by the students in those three examinations. Results: The study group of nursing students demonstrated different learning styles, with approximately half having a single predominant style preference. There was a significant improvement in the students‘ performance after the intervention (F (1.69,506.92) = 237.22, p<0.001). Discussion: Students‘ awareness of their strengths such as learning style preferences and how to utilize their strengths may improve their academic performance. Students should have awareness of their learning style and how to maximize their learning potential in the very early days of enrolment in the academic institution.

Learning Styles of Medical Students.

Introduction: Knowledge of learning styles of the students helps educators to address various needs of learners. Study objective was to determine learning styles of undergraduate medical students. Methods: A cross sectional survey was conducted at Lahore Medical & Dental College (LMDC), Lahore, between January and March 2011 among students from first to fourth year MBBS classes using an online VARK inventory. Additional information was obtained using a structured questionnaire. Data was analysed using SPSS version 16 computer package. Chi square test was applied for association and statistical significance was determined with p ≤0.05 as the cut-off point. Results: Among the 338 study participants, 61% were females, 63% were between the age groups 20-23 years and 78% had done FSc. Each class representation was 1st year (26%), 2nd year (25%), 3rd year (29%) and 4th year (20%). Most students depicted multimodal learning style (69%). The preferred unimodal styles were aural (14%) and kinesthetic (12%). In different combinations, the favoured learning modes were kinesthetic (70%), read/write (60%), aural (57%) and visual (55%). Around 89% of ―A‖ level students, compared with 66% of those who had done FSc were multimodal (p=0.002). The preference for multiple learning modes increased with the transition from pre-clinical first and second years to the clinical third and fourth years (p= 0.006). Conclusion: Medical students prefer multiple variety of information transfer. For a better impact, learning style diversity can be converted into appropriate teaching and learning methods that enable more students to attain success.

Learning Style Scales: a valid and reliable questionnaire / 보건의료교육평가

PURPOSE: Learning-style instruments assist students in developing their own learning strategies and outcomes, in eliminating learning barriers, and in acknowledging peer diversity. Only a few psychometrically validated learning-style instruments are available. This study aimed to develop a valid and reliable learning-style instrument for nursing students. METHODS: A cross-sectional survey study was conducted in two nursing schools in two countries. A purposive sample of 156 undergraduate nursing students participated in the study. Face and content validity was obtained from an expert panel. The LSS construct was established using principal axis factoring (PAF) with oblimin rotation, a scree plot test, and parallel analysis (PA). The reliability of LSS was tested using Cronbach's alpha, corrected item-total correlation, and test-retest. RESULTS: Factor analysis revealed five components, confirmed by PA and a relatively clear curve on the scree plot. Component strength and interpretability were also confirmed. The factors were labeled as perceptive, solitary, analytic, competitive, and imaginative learning styles. Cronbach's alpha was >0.70 for all subscales in both study populations. The corrected item-total correlations were >0.30 for the items in each component. CONCLUSION: The LSS is a valid and reliable inventory for evaluating learning style preferences in nursing students in various multicultural environments.

How different are students and their learning styles.

Introduction: Students, like anybody else differ from each other. As students they differ in their preferred mode of learning, i.e. their preferred modes in gathering, organizing and thinking about information. A recent classification proposed by Neil Fleming and associates state that students learning styles can be divided into Visual/graphic, Aural, Read/write and Kinesthetic types, VARK. Aim: The aim of the recent study is to investigate learning styles among dental students in two different dental colleges of India. Method: The VARK-questionnaire contains 15 multiple-choice- questions with four possibilities to select an answer. Each possibility represents one of the four modes of perception. But, one can select more than one answer to each question, which is necessary for the identification of poly modal modes of perception and learning. This is also a psychometric problem when trying to state a measure of the reliability of the questionnaire. The VARK-questionnaire was distributed among 200 students and was collected back. This sample size represents 100% response rate from the students in the class and is markedly above the level required to make conclusions about student preferences for receiving and processing information. The students spent about 10 minutes in an ordinary lesson to fill in the questionnaire. Students register number and name were used in the study and there was no blinding practiced. Study Design: Questionnaire based clinical study Results: The responses from the students in our University where classified into multi-modal (VARK), tri-modal (VRK, VAK, VAR, ARK), bi-modal (VR, VA, VK, RK) and uni-modal (V, A, R.K) categories. Results showed that subjects had a higher preference for multimodal learning. Conclusion: We conclude that students in our set up prefer multimodal and more of Kinesthetic of learning. To meet their needs, a variation in teaching, learning and examination must be implemented. If not, these students with a high kinesthetic preference for perception and learning may be at the losing end.

Learning style preferences of preclinical medical students in a Malaysian university.

Background: Academic demands of medical students are quite high. They require several skills involving sensory components such as visual, auditory, reading-writing and kinesthetic modes. The academic performance naturally differs in students and depends on their study habits including the learning style. It is believed that self- confidence is the first requisite to great achievements. Objective: We undertook this study to establish our hypothesis based on the assumption that students’ self-confidence and academic performance are directly related and the differences in learning style of each student could influence the academic performance. Method: To explore the pattern of preferred learning styles of 82 students, we administered the VARK questionnaire to the participants. To assess self-esteem, Rosenberg self-esteem questionnaire was used and the academic performance was based on the overall results of the formative assessments. Results: Among the respondents, 84% preferred multimodal style of learning. Out of that, dual, trimodal and quadrimodal styles were preferred by 8.5%, 2.4% and 73.2% respectively. The remaining 16% of the students preferred single mode. Female students had more diverse learning style preferences with several VARK combinations. A large proportion of our students were in the average group in terms of self- confidence and academic performance. Conclusion: Most students in this study preferred multimodal inputs in their learning process. Our study did not reveal any major gender differences in preferred learning styles. The results of selfesteem, learning style preference and academic performance did not have any bearing on each other.

Effects of Problem-Based Learning by Learning Style in Medical Education / 한국의학교육

PURPOSE: Although problem-based learning (PBL) has been popularized in many colleges, few studies have analyzed the relationship between individual differences and PBL. The purpose of this study was to analyze the relationship between learning style and the perception on the effects of PBL. METHODS: Grasha-Riechmann Student Learning Style Scales was used to assess the learning styles of 38 students at Ajou University School of Medicine who were enrolled in a respiratory system course in 2011. The data were analyzed by regression analysis and Spearman correlation analysis. RESULTS: By regression analysis, dependent beta=0.478) and avoidant styles (beta=-0.815) influenced the learner's satisfaction with PBL. By Spearman correlation analysis, there was significant link between independent, dependent, and avoidant styles and the perception of the effect of PBL. CONCLUSION: There are few significant relationships between learning style and the perception of the effects of PBL. We must determine how to teach students with different learning styles and the factors that influence PBL.

Valoración de la Actividad de Modelos Anatómicos en el Desarrollo de Competencias en Alumnos Universitarios y su Relación con Estilos de Aprendizaje, Carrera y Sexo / Assessment of Anatomical Models Activity in the Competence Development in Undergraduate Students and their Relationship to Learning Style, Career and Sex

La actividad de modelos anatómicos se realiza en algunas universidades chilenas con el objeto de facilitar el aprendizaje en anatomía considerando la dificultad para obtener cadáveres humanos. Se diseñó una encuesta que evaluó la opinión de los alumnos de kinesiología y fonoaudiología que realizaron la actividad de modelos anatómicos en primer año de su carrera en la Universidad de Talca. La encuesta se refirió a si esta actividad es favorable como actividad de aprendizaje y si es posible desarrollar competencias cognitivas, procedimentales y actitudinales. Los resultados obtenidos mostraron que es bien valorada por los alumnos como actividad de aprendizaje y que competencias, valores y actitudes como trabajo en equipo, responsabilidad, respeto y creatividad se fomentan a través de ella. No se encontró diferencia estadísticamente entre el desarrollo de competencias y las variables de carrera, sexo o estilo de aprendizaje.

Considering the difficulty in obtaining human cadavers, the use of anatomical models is carried out in some Chilean universities in order to facilitate learning in anatomy, A survey was designed to assess the opinion of kinesiology and phonology students who realized activities and use of anatomical models in the fist year of their careers at the Universidad de Talca. The survey referred to whether this activity is favorable as a learning tool and whether it was possible to develop cognitive, procedural and attitudinal abilities. The results obtained show that the activity was valued positively by students as a learning activity, and that competences, attitudes and values such as teamwork, responsibility, respect and creativity are encouraged. No significant statistical difference was found between competence development and career, sex, or learning style variables.