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首页> 外文期刊>BMC Medical Education >Does tailoring instructional style to a medical student’s self-perceived learning style improve performance when teaching intravenous catheter placement? A randomized controlled study
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Does tailoring instructional style to a medical student’s self-perceived learning style improve performance when teaching intravenous catheter placement? A randomized controlled study

机译：在教授静脉导管展示时，对医学学生的自我感知的学习风格剪裁教学风格是否会提高性能？随机对照研究

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Background Students may have different learning styles. It is unclear, however, whether tailoring instructional methods for a student’s preferred learning style improves educational outcomes when teaching procedures. The authors sought to examine whether teaching to a student’s self-perceived learning style improved the acquisition of intravenous (IV) catheter placement skills. The authors hypothesized that matching a medical student’s preferred learning style with the instructor’s teaching style would increase the success of placing an IV catheter. Methods Using the VARK model (i.e., visual [V], auditory [A], read/write [R] and kinesthetic [K]), third-year medical students reported their self-perceived learning style and were subsequently randomized to instructors who were trained to teach according to a specific learning format (i.e., visual, auditory). Success was gauged by: 1) the placement of an IV on the first attempt and 2) the number of attempts made until an IV line was successfully placed. Results The average number of attempts in the matched learning style group was 1.53, compared to 1.64 in the unmatched learning style group; however, results were not statistically significant. Both matched and unmatched groups achieved a similar success rate (57 and 58?%, respectively). Additionally, a comparison of success between the unmatched and matched students within each learning style modality yielded no statistical significance. Conclusions Results suggest that providing procedural instruction that is congruent with a student’s self-perceived learning style does not appear to improve outcomes when instructing students on IV catheter placement.
机译：背景学生可能有不同的学习方式。但是，尚不清楚，在教学程序时是否定制学生首选学习风格的教学方法会改善教育结果。作者试图审查教学对学生的自我感知的学习风格改善静脉注射（IV）导管放置技能的收购。作者假设与教练教学风格相匹配的医学生更喜欢的学习风格将增加静脉注射IV导管的成功。使用VAKS模型的方法（即，Visual [V]，听觉[A]，读/写[R]和Kinesthetic [K]），第三年医学生报告了他们的自我感知的学习风格，随后随后随访给教师根据特定的学习格式（即视觉，听觉）接受培训。成功被衡量：1）第一次尝试安排第一次，2）在成功放置IV线之前所做的尝试次数。结果匹配学习风格集团的平均尝试次数为1.53，而无与伦比的学习风格集团为1.64;然而，结果没有统计学意义。匹配和无与伦比的群体都达到了类似的成功率（分别为57和58倍）。此外，每个学习风格模态内无与伦比和匹配的学生之间取得成功的比较不会产生统计学意义。结论结果表明，在指导学生在IV导管放置时，提供与学生自我感知的学习风格一致的程序指导。

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