Self-Assessed Learning Style Correlates to use of Supplemental Learning Materials in an Online Course Management System.
Background: The benefit of online learning materials in medical education is not well defined. Aim: The study correlated certain self-identified learning styles with the use of self-selected online learning materials. Methods: First-year osteopathic medical students were given access to review and/or summary materials via an online course management system (CMS) while enrolled in a pre-clinical course. At the end of the course, students completed a self-assessment of learning style based on the Index of Learning Styles and a brief survey regarding their usage and perceived advantage of the online learning materials. Results: Students who accessed the online materials earned equivalent grades to those who did not. However, the study found that students who described their learning styles as active, intuitive, global, and/or visual were more likely to use online educational resources than those who identified their learning style as reflective, sensing, sequential, and/or verbal. Conclusions: Identification of a student's learning style can help medical educators direct students to learning resources that best suit their individual needs.
Halbert, Caitlin; Kriebel, Richard M.; Cuzzolino, Robert; Coughlin, Patrick; and Fresa-Dillon, Kerin, "Self-Assessed Learning Style Correlates to use of Supplemental Learning Materials in an Online Course Management System." (2011). PCOM Scholarly Papers. 32.