Learning Style and Attitude toward Computer among Iranian Medical Students

AUTHORS

Seyedeh Shohreh Alavi 1 , Jalil Makarem 2 , *

1 Center for Research on Occupational Diseases, Tehran University of Medical Sciences, Tehran, Iran

2 Imam Khomeini Medical Center, Tehran University of Medical Sciences, Tehran, Iran

How to Cite: Alavi S S, Makarem J. Learning Style and Attitude toward Computer among Iranian Medical Students, J Med Edu. 2015 ; 14(1):e105421. doi: 10.22037/jme.v14i1.11325.

ARTICLE INFORMATION

Journal of Medical Education: 14 (1); e105421
Published Online: February 03, 2016
Article Type: Research Article
Received: February 03, 2016
Accepted: February 03, 2016
Crossmark
Crossmark
CHECKING
READ FULL TEXT

Abstract

Background and purpose: Presently, the method of medical teaching has shifted from lecture-based to computer-based. The learning style may play a key role in the attitude toward learning computer. The goal of this study was to study the relationship between the learning style and attitude toward computer among Iranian medical students.Methods: This cross-sectional study included 400 medical students. Barsch learning style inventory and a questionnaire on the attitude toward computer was sent to each student. The enthusiasm, anxiety, and overall attitude toward computer were compared among the different learning styles.Results: The response rate to the questionnaire was 91.8%. The distribution of learning styles in the students was 181 (49.3%) visual, 106 (28.9%) auditory, 27 (7.4%) tactual, and 53 (14.4%) overall. Visual learners were less anxious for computer use and showed more positive attitude toward computer. Sex, age, and academic grade were not associated with students’ attitude toward computer.Conclusions: The learning style is an important factor in the students’ attitude toward computer among medical students, which should be considered in planning computer-based learning programs.

Fulltext

The body of the article can be found in the PDF file.

References

  • 1.

    References are available in the PDF file

  • © 2015, Journal of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.
    COMMENTS

    LEAVE A COMMENT HERE: