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首页> 外文期刊>BMC Medical Education >Personality and learning styles in relation to attitudes towards interprofessional education: a cross-sectional study on undergraduate medical students during their clinical courses
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Personality and learning styles in relation to attitudes towards interprofessional education: a cross-sectional study on undergraduate medical students during their clinical courses

机译：与思想辩论态度相关的个性和学习方式：临床课程中本科医学生的横断面研究

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Background Interprofessional Education (IPE) is now included in curricula in universities worldwide. It is known that there are differences in attitudes towards IPE among students, but less is known regarding how students’ personalities and learnings styles correspond with those attitudes. The aim of this study was to investigate whether personality traits and learning styles have any impact on medical students’ attitudes towards IPE. Methods Seventy nine medical students in their 9th term (63% females, mean age 29?years) were questioned regarding their attitudes towards IPE according to the Interdisciplinary Education Perception Scale questionnaire, the Kolb’s learning style and Big Five Inventory questionnaires. For all three instruments we used the Swedish translated versions. Results When investigated with a logistic regression, adjusting for age and gender, there were no significant associations between Big Five inventory, Kolb’s learning style and IEPS, except for the Reflective-Pragmatic learning style that was moderately associated with a higher IEPS score. Conclusion There was no clear correlation between personality, learning style and attitude towards IPE as measured by the IEPS among medical students in our study population. Further investigations would benefit from a combination of qualitative and quantitative design.
机译：背景技术侦查教育（IPE）现已包含在全球大学的课程中。众所周知，学生对IPE的态度存在差异，但对学生的个性和学习方式如何与这些态度相对应的态度较少。本研究的目的是调查人格特质和学习款式是否对医学生对IPE的态度产生任何影响。方法七十九届医学生在第9期（女性63％，平均29岁以下）是关于他们对IPE的态度的质疑，根据跨学科教育感知规模问卷调查问卷，Kolb的学习风格和五大库存调查问卷。对于所有三种乐器，我们使用瑞典翻译版本。结果当调查逻辑回归时，调整年龄和性别时，大五库存，Kolb的学习风格和IEP之间没有重大协会，除了与更高的IEPS得分适度相关的反思务实学习风格。结论我们在学习人口中医学生的IEPS衡量的人格，学习风格和对IPE的态度之间没有明确的相关性。进一步的调查将受益于定性和定量设计的组合。

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