1Department of Family Medicine, Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand
2Department of Forensic Medicine, Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand
3Department of Internal Medicine, Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand
4Department of Radiology, Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand
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Learning style |
Model 1 |
Model 2 |
Model 3 |
P-value for interactionc) | |||
---|---|---|---|---|---|---|---|
Overall |
Preclinical students |
Clinical students |
|||||
OR (95% CI) | P-value | OR (95% CI) | P-value | OR (95% CI) | P-value | ||
Domain 1 | 0.09b) | 0.01b) | 0.11a) | 0.03 | |||
Active | Reference | Reference | Reference | ||||
Balanced (active/reflective) | 1.34 (1.00-1.78) | 0.05 | 1.44 (1.00-2.09) | 0.05 | 1.23 (0.78-1.93) | 0.37 | |
Reflective | 1.28 (0.75-2.19) | 0.37 | 2.23 (1.08-4.64) | 0.03 | 0.43 (0.15-1.18) | 0.10 | |
Domain 2 | 0.89b) | 0.90b) | 0.90b) | 0.77 | |||
Visual | Reference | Reference | Reference | ||||
Balanced (visual/verbal) | 1.03 (0.77-1.37) | 0.86 | 1.09 (0.75-1.58) | 0.64 | 0.93 (0.59-1.47) | 0.77 | |
Verbal | 0.92 (0.58-1.45) | 0.73 | 0.89 (0.51-1.43) | 0.68 | 1.03 (0.45-2.35) | 0.95 | |
Domain 3 | 0.04b)) | 0.01b) | 0.92b) | 0.26 | |||
Sequential | Reference | Reference | Reference | ||||
Balanced (sequential/global) | 0.81 (0.61-1.08) | 0.14 | 0.68 (0.48-0.97) | 0.04 | 1.11 (0.69-1.79) | 0.67 | |
Global | 0.50 (0.23-1.06) | 0.07 | 0.44 (0.19-1.06) | 0.07 | 0.64 (0.14-3.00) | 0.58 | |
Domain 4 | 0.65b) | 0.83b)) | 0.65b) | 0.19 | |||
Sensing | Reference | Reference | Reference | ||||
Balanced (sensing/intuitive) | 0.81 (0.54-1.21) | 0.31 | 0.65 (0.28-1.11) | 0.12 | 1.11 (0.58-2.11) | 0.75 | |
Intuitive | 0.88 (0.53-1.46) | 0.61 | 0.91 (0.45-1.84) | 0.80 | 0.86 (0.39-1.89) | 0.70 |
Each domain was modeled separately. Model 1 adjusted for sex and year of study (preclinical or clinical). Model 2 adjusted for sex and was restricted to students in the preclinical years only. Model 3 adjusted for sex and was restricted to students in the clinical years only.
a) P-value for general association, reported because there was evidence of departure from linearity.
b) P-value for linear trend.
c) P-value for interaction between learning style and stage of medical school (preclinical or clinical).
Year of study | Sex |
Grade point average |
Total number | ||
---|---|---|---|---|---|
Male | Female | Mean (SD) | Median (interquartile range) | ||
Preclinical years | |||||
Year 2 (n, %) | 125 (51.9) | 116 (48.1) | 3.57 (0.28) | 3.62 (3.38-3.78) | 241 |
Year 3 (n, %) | 100 (44.8) | 123 (55.2) | 3.13 (0.51) | 3.17 (2.75-3.54) | 223 |
Year 4 (n, %) | 93 (41.9) | 129 (58.1) | 3.11 (0.49) | 3.17 (2.75-3.47) | 222 |
Clinical years | |||||
Year 5 (n, %) | 63 (45.3) | 76 (54.7) | 3.03 (0.48) | 2.97 (2.67-3.47) | 139 |
Year 6 (n, %) | 95 (50.3) | 94 (49.7) | 3.03 (0.44) | 3.01 (2.68-3.39) | 189 |
Total | 476 (46.9) | 538 (53.1) | 3.20 (0.49) | 3.27 (2.83-3.60) | 1,014 |
Year 2 (%) | Year 3 (%) | Year 4 (%) | Year 5 (%) | Year 6 (%) | Total (%) | |
---|---|---|---|---|---|---|
Domain 1 | ||||||
Active | 63 (26.1) | 69 (30.9) | 89 (40.1) | 51 (36.7) | 88 (46.6) | 360 (35.5) |
Balanced | 152 (63.1) | 134 (60.1) | 118 (53.1) | 79 (56.8) | 90 (47.6) | 573 (56.5) |
Reflective | 26 (10.8) | 19 (8.5) | 14 (6.3) | 9 (6.5) | 11 (5.8) | 79 (7.8) |
Missing | 0 (0.0) | 1 (0.5) | 1 (0.5) | 0 (0.0) | 0 (0.0) | 2 (0.2) |
Total | 241 | 223 | 222 | 139 | 189 | 1,014 |
Domain 2 | ||||||
Visual | 107 (44.4) | 94 (42.2) | 95 (42.8) | 73 (52.5) | 82 (43.4) | 451 (44.5) |
Balanced | 105 (44.6) | 94 (42.2) | 104 (46.8) | 52 (37.4) | 92 (48.7) | 447 (44.1) |
Verbal | 27 (11.2) | 32 (14.3) | 22 (9.9) | 13 (9.4) | 14 (7.4) | 108 (10.6) |
Missing | 2 (0.8) | 3 (1.3) | 1 (0.5) | 1 (0.7) | 1 (0.5) | 8 (0.8) |
Total | 241 | 223 | 222 | 139 | 189 | 1,014 |
Domain 3 | ||||||
Sequential | 143 (59.3) | 123 (55.2) | 136 (61.3) | 86 (61.9) | 128 (67.7) | 616 (60.7) |
Balanced | 91 (37.8) | 89 (39.9) | 78 (35.1) | 49 (35.2) | 56 (29.6) | 363 (35.8) |
Global | 6 (2.5) | 11 (4.9) | 7 (3.1) | 3 (2.2) | 4(2.1) | 31 (3.1) |
Missing | 1 (0.4) | 0 (0.0) | 1 (0.5) | 1 (0.7) | 1 (0.6) | 4 (0.4) |
Total | 241 | 223 | 222 | 139 | 189 | 1,014 |
Domain 4 | ||||||
Sensing | 40 (16.6) | 29 (13.0) | 26 (11.7) | 20 (14.4) | 25 (13.2) | 140 (13.8) |
Balanced | 163 (67.6) | 159 (71.3) | 165 (74.3) | 94 (67.6) | 132 (69.9) | 713 (70.3) |
Intuitive | 36 (14.9) | 34 (15.3) | 26 (11.7) | 25 (18.0) | 32 (16.9) | 153 (15.1) |
Missing | 2 (0.8) | 1 (0.4) | 5 (2.3) | 0 (0.0) | 0 (0.0) | 8 (0.8) |
Total | 241 | 223 | 222 | 139 | 189 | 1,014 |
Preclinical years (%) | Clinical years (%) | P-value | |
---|---|---|---|
Domain 1 | <0.01 | ||
Active | 221 (32.3) | 139 (42.4) | |
Balanced | 404 (59.1) | 169 (51.5) | |
Reflective | 59 (8.6) | 20 (6.1) | |
Domain 2 | 0.17 | ||
Visual | 296 (43.5) | 155 (47.5) | |
Balanced | 303 (44.6) | 144 (44.2) | |
Verbal | 81 (11.9) | 27 (8.3) | |
Domain 3 | 0.09 | ||
Sequential | 402 (58.8) | 214 (65.6) | |
Balanced | 258 (37.7) | 106 (32.2) | |
Global | 24 (3.5) | 7 (2.2) | |
Domain 4 | 0.41 | ||
Sensing | 95 (14.0) | 45 (13.7) | |
Balanced | 487 (71.8) | 226 (68.9) | |
Intuitive | 96 (14.2) | 57 (17.4) |
Learning style | Model 1 |
Model 2 |
Model 3 |
P-value for interaction |
|||
---|---|---|---|---|---|---|---|
Overall |
Preclinical students |
Clinical students |
|||||
OR (95% CI) | P-value | OR (95% CI) | P-value | OR (95% CI) | P-value | ||
Domain 1 | 0.09 |
0.01 |
0.11 |
0.03 | |||
Active | Reference | Reference | Reference | ||||
Balanced (active/reflective) | 1.34 (1.00-1.78) | 0.05 | 1.44 (1.00-2.09) | 0.05 | 1.23 (0.78-1.93) | 0.37 | |
Reflective | 1.28 (0.75-2.19) | 0.37 | 2.23 (1.08-4.64) | 0.03 | 0.43 (0.15-1.18) | 0.10 | |
Domain 2 | 0.89 |
0.90 |
0.90 |
0.77 | |||
Visual | Reference | Reference | Reference | ||||
Balanced (visual/verbal) | 1.03 (0.77-1.37) | 0.86 | 1.09 (0.75-1.58) | 0.64 | 0.93 (0.59-1.47) | 0.77 | |
Verbal | 0.92 (0.58-1.45) | 0.73 | 0.89 (0.51-1.43) | 0.68 | 1.03 (0.45-2.35) | 0.95 | |
Domain 3 | 0.04 |
0.01 |
0.92 |
0.26 | |||
Sequential | Reference | Reference | Reference | ||||
Balanced (sequential/global) | 0.81 (0.61-1.08) | 0.14 | 0.68 (0.48-0.97) | 0.04 | 1.11 (0.69-1.79) | 0.67 | |
Global | 0.50 (0.23-1.06) | 0.07 | 0.44 (0.19-1.06) | 0.07 | 0.64 (0.14-3.00) | 0.58 | |
Domain 4 | 0.65 |
0.83 |
0.65 |
0.19 | |||
Sensing | Reference | Reference | Reference | ||||
Balanced (sensing/intuitive) | 0.81 (0.54-1.21) | 0.31 | 0.65 (0.28-1.11) | 0.12 | 1.11 (0.58-2.11) | 0.75 | |
Intuitive | 0.88 (0.53-1.46) | 0.61 | 0.91 (0.45-1.84) | 0.80 | 0.86 (0.39-1.89) | 0.70 |
SD, standard deviation.
Each domain was modeled separately. Model 1 adjusted for sex and year of study (preclinical or clinical). Model 2 adjusted for sex and was restricted to students in the preclinical years only. Model 3 adjusted for sex and was restricted to students in the clinical years only. P-value for general association, reported because there was evidence of departure from linearity. P-value for linear trend. P-value for interaction between learning style and stage of medical school (preclinical or clinical).