Considering the growing need for customization in surgical education, isolating and using the most effective learning strategies for each student is crucial. Since the psychomotor and emotional domains must completely complement the cognitive content domain in a multi-intelligence setting, this is of utmost importance.
This research aims to analyze the learning styles of medical students interested in general surgery by using Kolb's theory of experiential learning. This will assist in figuring out how to make each student's learning more effective and efficient, better preparing them for the surgical residency program.
As a result, each student will be better prepared for the surgical residency program since we will better know how to maximize their learning efficiency and efficacy.
Throughout the learning process, new knowledge is often mapped onto preexisting schemas. This aids in the retention and comprehension of newly acquired information. Assimilation may only be possible on occasion. Our findings won't conform to these preconceived notions.
Through assimilation, members of a society's minority groups gradually adopt the norms and values of the society's majority group. Changes in cultural identity may also occur when members of a minority group adopt practices more common among the general population.
Immigrants and ethnic groups have been assumed by assimilation theory to converge along a "straight line" regarding their shared beliefs, behaviors, and other defining features. Long-term residents of a host nation have been shown to have striking parallels with the majority population compared to newcomers.
Many studies have shown that students pursuing careers in general surgery tend to have similar approaches to learning. They find the best way to learn is through theoretical consideration and hands-on practice.
People using this approach are excellent at processing data and knowledge (6) and can bring abstract concepts into the real world. They have a knack for problem-solving and like manipulating physical items (5).
This research aimed to examine the connection between different learning characteristics and styles and academic achievement across four different evaluation strategies. Questions included a range of formats, from multiple-choice to situational to creation-elaboration to elaboration on the link between theory and practice.
A total of 118 students participated in the survey for this research. Divergent (CE, AC, AE, and RO), accommodating (AC), assimilating (AC and RO), and converging (RO) learners were separated into four groups (CE, AC, AE and RO).
In the field of general surgery, medical students learn through doing. These students have clearly preferred courses that combine theoretical discussion with hands-on experience. They are curious and prefer to try new methods of addressing problems.
They are good at collaborating with others and place a premium on theoretical rigour above empirical relevance. Because of their inexperience in clinical settings, these students benefit significantly from video and hands-on instruction.
The University of Alberta's first-year medical students, general surgery residents, and professors were polled using the Kolb learning style assessment. The survey's response rate was 73%.
Understanding different approaches to learning are essential for training surgeons. They impact how individuals learn and are often used as a benchmark for determining the pedagogical approaches that will best meet the requirements of individual students.
Individuals with various learning styles typically arrive at novel solutions to problems using introspective observation with extensive experience. While developing this approach to learning may be rewarding, it may take some time and energy.
On the other hand, concurrent learners are driven by abstract conception and practical exploration. Peers may admire them for being creative thinkers and problem solvers, but teachers may find them challenging to guide because of their unconventional approaches.
This research aimed to examine how medical students, general surgery residents, and general surgery professors like to be taught and learn. We evaluated a cross-section of second-year med students, residents in general surgery, and faculty members at the University of Alberta using Kolb's Learning Style Inventory (KSI).