RESUMEN
Background: The learning habit of a learner is the way he handles new information and experiences, and determines its outcomes. Various types of learning habits are adopted by students, including visual (V; learning from graphs, charts, and flow diagrams), auditory (A; learning from speech), read-write(R; learning from reading and writing), and kinesthetic (K; learning from touch, hearing, smell, taste, and sight).Understanding their preferred learning habits as visual, auditory, read-write or kinesthetic learners will help to improve the teaching methods adopted. Facilitators and supporters themselves may need guidance and training in how to identify feedback and adapt learning to individual's habits. Objective: To assess different learning habits of medical students and hence provide student oriented education, producing efficient doctors. Materials and Methods: This study was performed at Department of physiology in Govt. Medical College, Bhavnagar in March 2011.Eighty four (84) medical students of first MBBS were participated in the study. By using the English version of the visual, auditory, reading or writing, kinesthetic (VARK) questionnaire, we measured the difference in learning habits of First year medical students. Results: In Unimodal learning habit highest preference was given to auditory mode (48.57%), then to Kinesthetic (28.57%) & then to read (14.29%) & visual (8.57%). Among Multimodal learning habit students (n=44), 64.29% students preferred bimodal, 2.38% students preferred trimodal and 33.33% students preferred quadrimodal learning habit. Conclusion: Knowing that students have different preferred learning modes, will help medical instructors in our faculty develop appropriate learning approaches and explore opportunities so that they will be able to make the educational experience more productive. The results will help faculty to develop appropriate learning approaches and explore opportunities, so that they will able to make the educational experience more productive.
RESUMEN
The purpose of this survey was to investigate the relationship among obese children, dietary intake and environmental factors. Therefore, this survey compared obese children with normal children on dietary intake and environmental factors. The survey were 110 obese children and 110 normal children whose age, height, and sex were same as the obese children of 21 elementary school in Inchon. The statistical analysis of data was completed using SAS program. The results were summarized as follows : 1) The student's obesity was related to parent's obesity and number of their siblings. There were significant differences between obese groups and normal group for these two factors. 2) Meal time of the obese group showed more irregularity than that of the normal group. Otherwise, the normal group were more "piclity" about special food than the obese group(p<0.05). Also obese children showed unconsious eating while reading or watching TV(p<0.01). The normal group attended physical education class more eagerily the obese group(p<0.001). There was no significant difference between obese children and normal children for learning habits. 3) Obese children shoed higher intake of nutrients compared to normal children. Among all the nutrients, minerals and vitamins showed significant differences. Therefore, further study on obese children and their intake of minerals and vitamin is needed. Also, in order to prevent factors which influence obesity, nutrition education at home as well as school was needed.