Finding and using the best teaching strategies for each student is crucial since surgical training is becoming more customized. This is crucial in a multi-intelligence setting because the cognitive content domain must adequately complement the psychomotor and emotional domains.
This research intends to evaluate medical students' learning preferences in general surgery using Kolb's experiential learning theory. 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. We classify and organize new information according to preexisting schemas as we learn. This aids in retaining and comprehending brand-new ideas. We may only sometimes be effective at assimilating, however. It's possible that the knowledge we get won't fit into these preexisting categories or schemas. People from various cultural origins assimilate into society's dominant culture via this process. It also happens when members of a minority group adopt the traditions of the dominant culture instead of their previous ones. Assimilation theory has always predicted that immigrants and ethnic groups would converge in a "straight line," becoming increasingly similar in their norms, attitudes, behaviours, and features. It has been observed that people who have lived in the host nation the longest have more notable parallels with the majority than those who came later. Several studies have shown that medical trainees in general surgery often exhibit converging learning styles. They like to learn via a mix of active practice and abstract thinking. The ability to apply theoretical concepts and theories to real-world circumstances makes people with this approach extremely adept at handling information and knowledge (6). Also, they like handling items and are problem-solvers (5). This research examined four different assessment methodologies' associations between academic achievement and learning characteristics and styles. It comprised creation-elaboration, situational, multiple-choice questions (MCQ), and questions that elaborated on the connection between theory and practice. A total of 118 students were polled for this research. Based on their preferred learning methods, they were split into four groups: divergent (CE, AC, AE, and RO), accommodating (AC), assimilation (AC and RO), and converging (CE, AC, AE and RO). Medical students in general surgery learn by gaining new information and practical skills. Some pupils much like to study using lecture-based and hands-on techniques. They like experimenting with various ways of problem-solving and are also highly active learners. Also, they are more used to working in groups and are more prone to favour logical soundness in ideas above practical utility. Because they lack clinical experience, these students often choose video and hands-on learning, reducing doubt and boosting confidence. We conducted surveys of University of Alberta professors, general surgery residents, and first-year medical students using the Kolb learning style assessment. The response rate to the survey was 73%. The surgical education process must take into account different learning styles. They impact how individuals learn and are often used as a reference to the most suitable teaching methods for their unique learning requirements. Diverse learning methods often combine introspective observation with significant experience, leading to innovative thinking rather frequently. While it could take some serious work to develop, this learning method can be rewarding. Contrarily, the learning strategies used by convergent learners include active experimentation and abstract conceptualisation. Their classmates often emphasise their ability to think creatively and develop problem-solving techniques, which challenges teachers. Our research aimed to assess how medical students, general surgery residents, and instructors in general surgery like to learn and teach. We evaluated a sample of second-year undergraduate medical students, general surgery residents, and professors at the University of Alberta using Kolb's Learning Style Inventory (KSI).
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February 2023
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