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- Title
Les styles d'apprentissage des étudiants de la faculté de médecine de Sousse (Tunisie).
- Authors
EL GHARDALLOU, Meriam; AJMI, Thouraya; BOUGMIZA, Iheb; ZEDINI, Chekib; MELLOULI, Manel; MTIRAOUI, Ali
- Abstract
Context: Learning style appears to play a significant role in choosing a successful learning approach. The teachers' role is to identify and adapt the teaching techniques to their student's styles. Goal: Describing the learning styles of medical students at the faculty of medicine of Sousse (Tunisia). Subjects and methods: A descriptive cross-sectional study was conducted among five cohorts of students from the faculty of medicine of Sousse during the 2009-2010 academic year. The ISALEM-97 test developed by the University of Liège was used. It divided individual learning styles into four types. Results: On a total of 1.043 students, 856 took part in the study (overall response 82%). The intuitive pragmatic learning style was prevalent in 40% of cases, followed by the methodical pragmatic style in 28% of cases. The transformation dimension of the experience varied significantly depending on gender. The factorial analysis of the main components confirms the two-dimensional structure of the ISALEM-97 test. The Cronbach coefficient was ≥ 0.72. Conclusion: Students of the faculty of medicine of Sousse have a more intuitive pragmatic learning style: they use intuition to grasp concepts and tend to apply it in new experiences to resolve problems. The profile does not change over the length of medical studies but varies slightly depending on gender.
- Subjects
SUSAH (Tunisia); COGNITIVE styles; MEDICAL students; CROSS-sectional method; FACTOR analysis
- Publication
Pédagogie Médicale, 2013, Vol 14, Issue 3, p203
- ISSN
1625-6484
- Publication type
Article
- DOI
10.1051/pmed/2013050