Learning style influences student examination performance

Thomas Gerald Lynch, Nancy N. Woelfl, David J. Steele, Cindy S. Hanssen

Research output: Contribution to journalArticle

69 Citations (Scopus)

Abstract

BACKGROUND: The Kolb Learning Style Inventory (LSI) measures preference for each of four learning orientations: abstract conceptualization, concrete experience, active experimentation, and reflective observation. These orientations define four learning styles: convergence, divergence, assimilation, and accommodation. METHODS: To determine if learning style correlates with objective multiple-choice and clinical measures of performance, the learning styles of third-year medical students (n = 227) were evaluated using the LSI. Performance was assessed using the United States Medical Licensing Examination step 1 (USMLE 1), the National Board of Medical Examiners (NBME) multiple-choice surgical subject examination (MCQ), and NBME computer-based case simulations (CBX). RESULTS: The data showed a significant (P ≤0.05) relationship between learning style and performance on the USMLE 1. There was a significant (P ≤0.05) and direct correlation between an abstract orientation and performance on the USMLE I (r =0.33) and MCQ (r = 0.20). There was no relationship between learning style and clinical performance measured using the CBX. CONCLUSIONS: These data demonstrate that performance on objective measures of academic achievement is influenced by learning style, while application of that knowledge in the management of clinical situations may require additional skills beyond those measured.

Original languageEnglish (US)
Pages (from-to)62-66
Number of pages5
JournalAmerican Journal of Surgery
Volume176
Issue number1
DOIs
StatePublished - Jul 1 1998

Fingerprint

Learning
Students
Coroners and Medical Examiners
Licensure
Knowledge Management
Equipment and Supplies
Medical Students
Observation

ASJC Scopus subject areas

  • Surgery

Cite this

Lynch, T. G., Woelfl, N. N., Steele, D. J., & Hanssen, C. S. (1998). Learning style influences student examination performance. American Journal of Surgery, 176(1), 62-66. https://doi.org/10.1016/S0002-9610(98)00107-X

Learning style influences student examination performance. / Lynch, Thomas Gerald; Woelfl, Nancy N.; Steele, David J.; Hanssen, Cindy S.

In: American Journal of Surgery, Vol. 176, No. 1, 01.07.1998, p. 62-66.

Research output: Contribution to journalArticle

Lynch, TG, Woelfl, NN, Steele, DJ & Hanssen, CS 1998, 'Learning style influences student examination performance', American Journal of Surgery, vol. 176, no. 1, pp. 62-66. https://doi.org/10.1016/S0002-9610(98)00107-X
Lynch, Thomas Gerald ; Woelfl, Nancy N. ; Steele, David J. ; Hanssen, Cindy S. / Learning style influences student examination performance. In: American Journal of Surgery. 1998 ; Vol. 176, No. 1. pp. 62-66.
@article{c13f9ad2c6d9490fbe667565576506eb,
title = "Learning style influences student examination performance",
abstract = "BACKGROUND: The Kolb Learning Style Inventory (LSI) measures preference for each of four learning orientations: abstract conceptualization, concrete experience, active experimentation, and reflective observation. These orientations define four learning styles: convergence, divergence, assimilation, and accommodation. METHODS: To determine if learning style correlates with objective multiple-choice and clinical measures of performance, the learning styles of third-year medical students (n = 227) were evaluated using the LSI. Performance was assessed using the United States Medical Licensing Examination step 1 (USMLE 1), the National Board of Medical Examiners (NBME) multiple-choice surgical subject examination (MCQ), and NBME computer-based case simulations (CBX). RESULTS: The data showed a significant (P ≤0.05) relationship between learning style and performance on the USMLE 1. There was a significant (P ≤0.05) and direct correlation between an abstract orientation and performance on the USMLE I (r =0.33) and MCQ (r = 0.20). There was no relationship between learning style and clinical performance measured using the CBX. CONCLUSIONS: These data demonstrate that performance on objective measures of academic achievement is influenced by learning style, while application of that knowledge in the management of clinical situations may require additional skills beyond those measured.",
author = "Lynch, {Thomas Gerald} and Woelfl, {Nancy N.} and Steele, {David J.} and Hanssen, {Cindy S.}",
year = "1998",
month = "7",
day = "1",
doi = "10.1016/S0002-9610(98)00107-X",
language = "English (US)",
volume = "176",
pages = "62--66",
journal = "American Journal of Surgery",
issn = "0002-9610",
publisher = "Elsevier Inc.",
number = "1",

}

TY - JOUR

T1 - Learning style influences student examination performance

AU - Lynch, Thomas Gerald

AU - Woelfl, Nancy N.

AU - Steele, David J.

AU - Hanssen, Cindy S.

PY - 1998/7/1

Y1 - 1998/7/1

N2 - BACKGROUND: The Kolb Learning Style Inventory (LSI) measures preference for each of four learning orientations: abstract conceptualization, concrete experience, active experimentation, and reflective observation. These orientations define four learning styles: convergence, divergence, assimilation, and accommodation. METHODS: To determine if learning style correlates with objective multiple-choice and clinical measures of performance, the learning styles of third-year medical students (n = 227) were evaluated using the LSI. Performance was assessed using the United States Medical Licensing Examination step 1 (USMLE 1), the National Board of Medical Examiners (NBME) multiple-choice surgical subject examination (MCQ), and NBME computer-based case simulations (CBX). RESULTS: The data showed a significant (P ≤0.05) relationship between learning style and performance on the USMLE 1. There was a significant (P ≤0.05) and direct correlation between an abstract orientation and performance on the USMLE I (r =0.33) and MCQ (r = 0.20). There was no relationship between learning style and clinical performance measured using the CBX. CONCLUSIONS: These data demonstrate that performance on objective measures of academic achievement is influenced by learning style, while application of that knowledge in the management of clinical situations may require additional skills beyond those measured.

AB - BACKGROUND: The Kolb Learning Style Inventory (LSI) measures preference for each of four learning orientations: abstract conceptualization, concrete experience, active experimentation, and reflective observation. These orientations define four learning styles: convergence, divergence, assimilation, and accommodation. METHODS: To determine if learning style correlates with objective multiple-choice and clinical measures of performance, the learning styles of third-year medical students (n = 227) were evaluated using the LSI. Performance was assessed using the United States Medical Licensing Examination step 1 (USMLE 1), the National Board of Medical Examiners (NBME) multiple-choice surgical subject examination (MCQ), and NBME computer-based case simulations (CBX). RESULTS: The data showed a significant (P ≤0.05) relationship between learning style and performance on the USMLE 1. There was a significant (P ≤0.05) and direct correlation between an abstract orientation and performance on the USMLE I (r =0.33) and MCQ (r = 0.20). There was no relationship between learning style and clinical performance measured using the CBX. CONCLUSIONS: These data demonstrate that performance on objective measures of academic achievement is influenced by learning style, while application of that knowledge in the management of clinical situations may require additional skills beyond those measured.

UR - http://www.scopus.com/inward/record.url?scp=0032126194&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0032126194&partnerID=8YFLogxK

U2 - 10.1016/S0002-9610(98)00107-X

DO - 10.1016/S0002-9610(98)00107-X

M3 - Article

VL - 176

SP - 62

EP - 66

JO - American Journal of Surgery

JF - American Journal of Surgery

SN - 0002-9610

IS - 1

ER -