Does learning style influence performance in objective structured clinical examinations?

ABSTRACT:

Background

Objective Structured Clinical Examinations (OSCEs) aim to assess medical students' clinical skills rather than just their theoretical knowledge. We propose a study between the learning style of second-cycle medical students and their performance in OSCEs.

Methods

During their internship at our hospital, students were invited to complete the LSQ-Fa, a questionnaire designed to identify their preferences among 4 learning styles: active, reflective, theoretical, and pragmatic. In parallel, an evaluation of their clinical skills was conducted through OSCEs. We then performed an analysis to establish a correlation between learning styles and OSCE performance, to better understand how learning preferences influence academic outcomes.

Results

Between April 2021 an

SUBMITTER: Ezanno AC 

PROVIDER: S-EPMC11451022 | biostudies-literature | 2024 Oct

REPOSITORIES: biostudies-literature