Валеология: Здоровье, Болезнь, Выздоровление. 2019; : 169-175
ИССЛЕДОВАНИЕ СТИЛЕЙ ОБУЧЕНИЯ У СТУДЕНТОВ МЕДИЦИНСКОГО ФАКУЛЬТЕТА МЕЖДУНАРОДНОГО КАЗАХСКО-ТУРЕЦКОГО УНИВЕРСИТЕТА
Аннотация
В этой статье говорится об особенностях стиля обучения студентов медицинского факультета Международного казахско-турецкого университета. Определение основных типов стилей обучения позволит разработать эффективные методы преподавания, а изучение состояния образовательной среды будет способствовать созданию оптимальных условий для обучения. Исследование проводилось с использованием анкеты “Изучение стилей и стратегий” Ричарда Фелдера и Барбары Соломен (США, Северная Каролина ) у 571 студентов бакалавриата. При использовании данной анкеты представилась возможность выделить следующие аспекты: активное и пассивное обучение, сенсорное и интуитивное восприятии, визуальное и вербальное обучение, последовательное и глобальное восприятие.
Список литературы
1. Scalese R. J., Obeso V. T., Issenberg S. B. Simulation Technology for Skills Training and Competency Assessment in Medical Education. J Gen Intern Med. 2008; 23 : 46–9.
2. McLaughlin S., Fitch M. T., Goyal D. G., Hayden E., Kauh C. Y., Laack T. A., et al. Simulation in graduate medical education 2008: a review for emergency medicine.Acad Emerg Med. 2008; 15 : 1117–29.
3. Felder-Solomon Index of Learning Styles: internal consistency, temporal stability, and structural factors. Teaching and Learning in Medicine: An International Journal Volume 22, Issue 4, 2010; 22. Pages 298-303
4. Issenberg S. B., McGaghie W. C., Mager J. W., Felner J. M., Petrusa E. R., et al. Simulation technology for health care professional skills training and assessment. JAMA. 1999; 282 : 861–6.
5. McGaghie W. C., Issenberg S. B., Cohen E. R., Barsuk J. H., Wayne D. B. Does simulation-based medical education with deliberate practice yield better results than traditional clinical education? A meta-analytic comparative review of evidence. Acad Med. 2011; 86 : 706–11.
6. Cassidy S. Learning styles: Anoverview of theories, models and measures. Educational Psychology, 2004, 24, 4, (419-444).
7. Ann Biomed Eng. 2002 Sep; 30 (8) : 1100-6. Researchreport: Learning styles of biomedical engineering students. Dee KC, Nauman E. A., Livesay G. A., Research of biomedical engineering, Tulane University, New Orleans, Louisiana, USA. kcdee@tulane.edu. will enusite. 2013; 35.
8. Blasi L, Alfonso B. Increasing the transfer of simulation technology from R & D into school settings: An approach to evaluation from overarching vision to individual artifact in education. Simulation Gaming. 2006; 37 : 245–267.
9. Audin, K., Davy, J. & Barkham, M. (2003). University Quality of life and learning (UNIQoLL): An approach to student well-being, satisfaction, and institutional change. Journal of Further & Higher Education, 365-382.
10. Sobral, D. T. (2004). Medical students’ self-assessment first year learning outcomes: Using the course A value inventory medical teacher, 234-238.
Valeology: Health - Illnes - recovery. 2019; : 169-175
STUDY OF THE STYLE OF STUDY FOR STUDENTS OF THE INTERNATIONAL KAZAKH- TURKISH UNIVERSITY MEDICAL FACULTY
Abstract
This article describes the peculiarities of the teaching style of students of the Medical Faculty of the International Kazakh-Turkish University. Identification of the main types of learning styles will allow developing effective teaching methods and studying the state of the educational environment will help create optimal conditions for learning. The study was conducted using the questionnaire “Studying styles and strategies” by Richard Felder and Barbara Solomen (USA, North Coraline) in 571 undergraduate students. When using this form, it was possible to highlight the following aspects: active and passive learning, sensory perception and intuitive perception, visual and verbal learning, consistent and global perception.
References
1. Scalese R. J., Obeso V. T., Issenberg S. B. Simulation Technology for Skills Training and Competency Assessment in Medical Education. J Gen Intern Med. 2008; 23 : 46–9.
2. McLaughlin S., Fitch M. T., Goyal D. G., Hayden E., Kauh C. Y., Laack T. A., et al. Simulation in graduate medical education 2008: a review for emergency medicine.Acad Emerg Med. 2008; 15 : 1117–29.
3. Felder-Solomon Index of Learning Styles: internal consistency, temporal stability, and structural factors. Teaching and Learning in Medicine: An International Journal Volume 22, Issue 4, 2010; 22. Pages 298-303
4. Issenberg S. B., McGaghie W. C., Mager J. W., Felner J. M., Petrusa E. R., et al. Simulation technology for health care professional skills training and assessment. JAMA. 1999; 282 : 861–6.
5. McGaghie W. C., Issenberg S. B., Cohen E. R., Barsuk J. H., Wayne D. B. Does simulation-based medical education with deliberate practice yield better results than traditional clinical education? A meta-analytic comparative review of evidence. Acad Med. 2011; 86 : 706–11.
6. Cassidy S. Learning styles: Anoverview of theories, models and measures. Educational Psychology, 2004, 24, 4, (419-444).
7. Ann Biomed Eng. 2002 Sep; 30 (8) : 1100-6. Researchreport: Learning styles of biomedical engineering students. Dee KC, Nauman E. A., Livesay G. A., Research of biomedical engineering, Tulane University, New Orleans, Louisiana, USA. kcdee@tulane.edu. will enusite. 2013; 35.
8. Blasi L, Alfonso B. Increasing the transfer of simulation technology from R & D into school settings: An approach to evaluation from overarching vision to individual artifact in education. Simulation Gaming. 2006; 37 : 245–267.
9. Audin, K., Davy, J. & Barkham, M. (2003). University Quality of life and learning (UNIQoLL): An approach to student well-being, satisfaction, and institutional change. Journal of Further & Higher Education, 365-382.
10. Sobral, D. T. (2004). Medical students’ self-assessment first year learning outcomes: Using the course A value inventory medical teacher, 234-238.
