RELATIONSHIP BETWEEN SELF-DIRECTED LEARNING WITH LEARNING STYLES AND STRATEGIES IN MEDICAL STUDENTS.

Aprendizaje autodirigido y su relación con estilos y estrategias de aprendizaje en estudiantes de medicina.

Author
Márquez U, Carolina; Universidad de Concepción

Fasce H, Eduardo; Universidad de Concepción

Pérez V, Cristhian; Universidad de Concepción

Ortega B, Javiera; Universidad de Concepción

Parra P, Paula; Universidad de Concepción

Ortiz M, Liliana; Universidad de Concepción

Matus B, Olga; Universidad de Concepción

Ibáñez G, Pilar; Universidad de Concepción

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http://www.revistamedicadechile.cl/ojs/index.php/rmedica/article/view/3588
Abstract
Background: Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. Aim: To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. Material and methods: One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direction. Schmeck learning strategies scale and Honey and Alonso (CHAEA) scales were used to evaluate learning styles and strategies. Results: Theoretical learning style and deep processing learning strategy had positive correlations with self-direct learning. Conclusions: Medical students with theoretical styles and low retention of facts are those with greater ability to self-direct their learning. Further studies are required to determine the relationship between learning styles and strategies with SDL in medical students. The acquired knowledge will allow the adjustment of teaching strategies to encourage SDL.
 
Background: Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. Aim: To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. Material and methods: One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direction. Schmeck learning strategies scale and Honey and Alonso (CHAEA) scales were used to evaluate learning styles and strategies. Results: Theoretical learning style and deep processing learning strategy had positive correlations with self-direct learning. Conclusions: Medical students with theoretical styles and low retention of facts are those with greater ability to self-direct their learning. Further studies are required to determine the relationship between learning styles and strategies with SDL in medical students. The acquired knowledge will allow the adjustment of teaching strategies to encourage SDL.
 
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