Environments, processes, and outcomes - using the Lepo framework to examine medical student learning preferences with traditional and electronic resources
Bibliographic Data
| ID | 15328899 |
|---|---|
| Authors | Kristin Wong (0000-0002-1568-5757, Departments of Medicine and Pediatrics, Rutgers New Jersey Medical School, Newark, NJ, USA, corresponding author), Vidhi Kapoor (University of Washington), Alan Tso (Departments of Medicine and Pediatrics, Rutgers New Jersey Medical School, Newark, NJ, USA), Mary O’connor (0000-0002-1096-3340, Rutgers New Jersey Medical School), David Convissar (0000-0001-7757-5337, Harvard University), Neil Kothari (0000-0002-5040-0868, Rutgers New Jersey Medical School), Christin Traba (0000-0001-6367-297X, Rutgers New Jersey Medical School) |
| Year | 2021 |
| Volume | 26 |
| Issue | 1 |
| Pages | 1876316-1876316 |
| Publication date | 2021-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Medical Education Online (JOURNAL) |
| Journal identifiers | ISSN: 1087-2981 • E-ISSN: 1087-2981 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10872981.2021.1876316 |
| PMID | 33499778 |
| OpenAlex | W3121785451 |
| Language | EN |
| Citations received | 3 |
| References cited | 11 |
Changes in medical student learning preferences help drive innovation in teaching and require schools and commercial resources to quickly adapt. However, few studies have detailed the relationship of learner preferences to the environment and teaching modalities used in the pre-clerkship years, nor do they incorporate third-party resources. Our study attempts to analyze learner preferences by comparing the use of traditional and third-party resources. In 2017-18, a survey was distributed to medical students and residents at two accredited medical schools. Participants noted preferred styles of learning regarding lecture duration, timing, location, format, third-party resources, learner types and USMLE Step 1 scores. The 'Learning Environment, Learning Processes, and Learning Outcomes' (LEPO) framework [5] was used to examine learner preferences, with responses compared using the Mann-Whitney U and two proportion z-tests. A total of 329 respondents completed the survey: 62.7% medical students and 37.3% residents. The majority of participants identified their learning style by Kolb [6] as converging (33.0%) or accommodating (39.2%). Students preferred lectures 30-40 minutes long (43.3%), during morning hours (54.2%), in their own homes (52.0%), via online lectures with simultaneous drawings (56.0%), and classroom/podcast lectures with PowerPoint® presentations (54.3%). Overall, students rated third-party resource characteristics higher than traditional curricula, including effectiveness of teachers, length, quality, time of day, and venue (p < 0.001), but also preferred small group formats. Students reported animated videos (46.6%) and simultaneous drawings (46.5%) as the most effective means of retaining information. Understanding changing learner preferences is important in creating optimal curricula for today's students. Using the LEPO framework, this study identifies critical preferences in successfully teaching medical students, inclusive of commercial and traditional resources. These results can also help guide changes in pedagogy necessary due to the more recent COVID-19 pandemic
Accreditation · Curriculum · Learning styles · Mathematics education · Medical education · Modalities · Pedagogy · Quality (philosophy · Resource (disambiguation · Computer Science · Innovations in Educational Methods · Innovative Teaching Methods · Learning Styles and Cognitive Differences · Medicine · Psychology
| Unique citing works | 3 |
|---|---|
| Citations per year | 1.5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |