CC BY
23
© ОЮНСУРЭН Э., ГАНБАТ Б., АМАРСАЙХАН Д., ЛХАГВУСУРЭН Ц. — 2010
СТИЛЬ ДОДИПЛОМНОГО ПРЕПОДАВАНИЯ В МОНГОЛЬСКОМ ГОСУДАРСТВЕННОМ МЕДИЦИНСКОМ УНИВЕРСИТЕТЕ
Э. Оюнсурэн, Б. Ганбат, Д. Амарсайхан, Ц. Лхагвусурэн (Монгольский государственный медицинский университет)
Резюме. Эта статья предлагает определить стили додипломного преподавания и их связь с технологией образования и последними данными по проходящему в настоящее время исследованию. Стандартный анкетный опросник Хани и Мамфорда использовался, для сравнения стилей обучения среди 108 студентов — медиков. Был также проведён дополнительный анкетный опрос, собирающий демографическую информацию, включая возраст, пол, профессиональный стаж и должност. Большинство студентов было отражателями (68.5 %), другие были прагматиками (18.5 %), активистами (7.4 %) и теоретиками (5.6 %). Изучение стилей имело существенную связь с возрастом и профессиональным стажем. Исследование показывает, что студенты выпускники находятся в роли отражателей с точки зрения изучения стиля во время периода своего обучения. Они обращают больше внимания на развитие практических навыков, а не на теоретические знания и рассуждения во время своей клинической практики. Поэтому обучение на старших курсах должно быть более гибким и поддержывать коммуникативную и трансформативную способность изучать, чтобы развить у студентов теоретические, активные и более прагматичные стили обучения.
Ключевые слова: стиль обучения, обучение взрослых.
LEARNING STYLES IN GRADUATE MEDICAL STUDENTS AT THE HSUM
E. Oyunsuren, B. Ganbat, D. Amarsaikhan, Ts. Lkhagvasuren (HSUM)
Summary. This paper intends to determine graduate students’ learning styles and the relationship with observed education technology and recent findings from the ongoing research. Honey and Mumford standard questionnaire was used to measure learning styles among 108 medical students in residency training. An additional questionnaire gathering demographic information including age, gender, professional stage and position was also distributed. The most of the students were reflectors (68.5%) and others were pragmatists (18.5%), activists (7.4%) and theorists (5.6%). Learning styles had a significant association with age and professional stage. The study shows that current graduate students are in role of reflectors in terms of learning style during their training period. They pay much attention on their practical skills development rather than their theoretical knowledge and thinking during their clinical practice. Therefore, current graduate training should be more flexible and support communicative and transformative learning ability of the trainees in order to develop their theorist, activist and more pragmatist learning styles.
Key words: learning styles, adult learning.
In our country, among the medical education researchers, there is a lack of study to determine the graduate students’ learning styles. Understanding of the education process is becoming broader and education is not providing certain knowledge and ability, but more and more concentrating to improve one’s self-development skills and because of this it is important to correct determination of the students learning styles and corresponding educational techniques (Sofo 2000). Especially for adults, their attitude and decision making is different depending on their personality (Robertson 1985; Gordon 1998). According to teaching methodology classification, students classified in four major groups (Honey & Mumford 1995): Activist, Reflector, Theorist and Pragmatist. All four types are independent and in further development, it could be switched to each other. Knowing your own learning style will help to improve the outcomes of the learning process. This is also important to improve the educational organizations service quality and results of education through renovating the educational methodology.
The goal of this study was to renovate the educational methodology by assessing the graduate medical students learning styles. To reach this goal, we defined following several objectives:
• To define the graduate medical students learning styles
• To compare the differences in students learning styles with their social status: students’ age, sex, working experience, working place etc.
• To suggest appropriate educational strategy according to students learning styles
Materials & Methods
In this descriptive-analytic study we used Honey & Mumford standard questionnaire on 108 resident doctors,
who were studying at the Postgraduate Institute of HSUM. For statistical analysis, we used SPSS 10 program and correlation between learning styles and social status has examined by x2.
Results & Discussion
All 108 resident doctors (male 97, female 11) filled the questionnaire. In this study, there was a positive correlation between learning styles and social status. From the study result, 72.2% of the students lived in Ulaanbaatar —capital city and most of the students were young in active working age ((95.5%) were under 40 years old, 86.1% were over 10 years working experience). About the learning styles of the students: 68.5% of the students were reflectors, 18.5% were Pragmatists and 7.4% Activits 5.6% Theorists. (Picture 1)
Our practical doctors less developed their selfdevelopment, practical —learning skills and prioritized the practical skills other than the theoretical, which could be the main reason of reflector styles high percentage. In order to improve and help our students, we need to consider renovate the education technology and students ability of self study. From the educational point of view, adult learning styles were divided in basic 3 types: instrumental, communicative, transformative and each type interrelation have direct effect in their educational activity and their self-development (Delahaye 2000). So it is important to use the correlating educational strategy. In our situation, when most of the students are reflector type it is good to use small group discussion, case studies, projects, presentations and essays to promote the self expressing skills and critical and creative thinking. This idea is based on Dr. Mezirov’s mutual study and behavior change theory, and considering current educational program, we can provide theory and skill training using special curriculum. We suggest including new
Picture1. Students’ learning style classification
training module in our future graduate and postgraduate training curriculum.
About the learning styles Revans (1982) promoted the “learning= program knowledge +reasoning questions model (L=P+Q). He recommended to use the traditional study method to get program knowledge from the text books journals and library resources and then combine this information with planned curriculum, which can create the surface knowledge. When you add the critical questioning on this base will help to develop student’s critical and creative thinking, will form the deeper knowledge and grow as an independent and constructive person.
Students with deeper knowledge had a good understanding of the subject and could apply this in different situations. (Samson & Radloff 1992) from the theoretical point of view, therefore our graduate and postgraduate training activities should consider to change our students from the reflectors to the activists.
Conclusion. Most of the students of postgraduate training have the reflector style and it has direct relation with their age and working experiences. So, in our curriculum we must consider increasing the mutual study and behavior changing activities to be helpful for our students to become more independent and productive by promoting the self expressing and critical and creative thinking skills.
REFERENCES
1. Delahaye B.L. Human resource development: Principles and practice. — Australia: Natinal library, 2000.
2. Gordon H.R.D. Selected instructional delivery methods and teaching techniques for teaching school law courses. Annual meeting of the American Educational Research Association. — San Diego, 1998.
3. Honey P., Mumford A. Using your learning styles. — Maidenhead: Peter Honey Publications, 1995.
4. Mezirow J. Fostering critical reflection in adulthood: A guide to transformative and emanicipatory learning. — San Francisco, 1990.
5. Revans R.W. The origins and growth of action learning. — Sweden, 1982.
6. Robertson I.T. Human information processing strategies and style // Journal of Behaviour and Information Technology. — 1985. — V. 4, i1. — P. 19.
7. Sofo F. Human resource development: perspectives, roles and practice choices. — Business & Professional Publishing, 2000.
8. Suvd N., Mashbadrakh B., Demberelsuren J. Health research methodology. — Ulaanbaatar, 2001. —
9. The essay: A guide to writing essays and reports in faculty of education. — Bentley, WA, Curtin University of Technology, Australia.
Информация об авторах: e-mail: oyunsuren.hsum@yahoo.com
