| Dissertation |
Thesis (M.D.) --NUI, 2016 at Department of Anatomy and Neuroscience, UCC. |
| Summary |
Background: Preferred learning styles of learners depend on the mentality awareness. Understanding the learning styles can facilitate the design of teaching and learning activities. Improvement of anatomy within the medical curriculum is hypothesised on identifying students’ learning styles for a significant bearing on their academic successes. Aims and objectives: An examination the relationship between medical students’ learning styles and their preferences for specific teaching–learning methods in anatomy education; comparison between summative assessment outcomes for anatomy and clinical practice learnings of University College Cork (UCC) medical undergraduate students and their learning style preferences. Methodology: A quantitative survey assessing the role of anatomy education was administered to UCC medical undergraduate students; their data was compared with the following groups: medical undergraduates enrolled in the graduate-entry medical school, University of Limerick (UL); UCC medical graduates [graduated in the previous five years]; medical educators engaged in undergraduate anatomy education in Irish and UK-based medical schools. The VARK questionnaire and the Honey and Mumford learning styles were used to determine the learning style preferences of the students. Student responses were examined in relation to their preferred teaching methods and assessment performance data across anatomy and clinical practice assessments. Results: The anatomy education should be studied through laboratory teaching and lectures. The most common unimodal preference was kinaesthetic while visual preference was the least unimodal one. Most participants’ preferred style was as reflector learners, while activists style were the least. VARK and Honey and Mumford’s learning style models demonstrated a subtle relationship with stated teaching preferences and educational outcomes. Conclusion: The medical curricula, in particular, should take into account research evidence for preferred pedagogical methodologies and views regarding the role of anatomy curriculum in medicine, as well as specific different learning strategies and requirements of specific student cohort (e.g. direct-entry vs graduate-entry). |
| Subject |
Anatomy -- Study and teaching.
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| Collection |
Theses Masters (Research)
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Theses Anatomy and Neuroscience Department
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| Description |
216 pages ; 30 cm. |
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