Learning Styles of Medical Students, Surgical Residents, Medical Staff, and General Surgery Teachers When Learning Surgery: Protocol for a Scoping Review.

BACKGROUND: Learning styles are biological and developmental configurations of personal characteristics that make the same teaching method effective for some and ineffective for others. Studies support a relationship between learning style and career choices in medicine, resulting in learning style patterns being observed in different residency programs, including in general surgery, from medical school to the last stages of training. The methodologies, populations, and contexts of the few studies pertinent to the matter are very different from one another, and a scoping review on this theme will enhance and organize what is already known. OBJECTIVE: The goal of this study is to identify and map out data from studies on the learning styles of medical students, surgical residents, medical staff, and surgical teachers. METHODS: The review will consider studies on the learning styles of medical students in a clinical cycle or internship, surgical residents with no restriction on year of residency, medical staff in general surgery, or general surgery's medical faculty. Primary studies published in English, with no specific time frame, will be considered. The search will be carried out in four databases, and reference lists will be searched for additional studies. Duplicates will be removed, and two independent reviewers will screen the titles, abstracts, and full texts of the selected studies. Data collection will be performed using a tool developed by the researchers. A results summary will be presented with figures, narratives, and tables. A quantitative and qualitative analysis will be carried out and further results will be shared. RESULTS: The search was funded on September 25, 2023. Data collection was performed in the two following months. Of the 213 articles found, 135 were excluded due to duplication. The remaining 78 articles will have their titles and abstracts analyzed by three of the researchers independently to select those that meet the eligibility criteria. This data is expected to be published in the first semester of 2025. CONCLUSIONS: Conducting a scoping review is the best way to map what is known about a subject. Understanding how students, residents, staff, and even teachers prefer to learn surgery is key to staying up to date and knowing how to best educate those pursuing a surgical career. TRIAL REGISTRATION: Open Science Framework 75ku4; https://osf.io/75ku4. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): DERR1-10.2196/57229.

Estilos de aprendizaje en estudiantes de Medicina de la Universidad Walter Sisulu de Sudáfrica / Learning Styles in Medical Students from Walter Sisulu University in South Africa

Introducción: Kolb establece, según sus concepciones teóricas sobre el aprendizaje, que existen cuatro estilos o patrones diferentes de aprender: activo, reflexivo, teórico y pragmático. Objetivo: Identificar los estilos fundamentales del aprendizaje de los estudiantes de la carrera de Medicina de la Universidad Walter Sisulu de Sudáfrica. Métodos: Del universo de 118 alumnos, la muestra quedó constituida por 72 estudiantes de ambos sexos, matriculados en el primer año de la carrera de Medicina de la Universidad Walter Sisulu de Sudáfrica. A los alumnos involucrados se les aplicó el cuestionario de Honey-Alonso de 80 preguntas. El análisis estadístico de los resultados se realizó mediante el programa SPSS, con el empleo de estadísticos descriptivos, técnicas de análisis de varianza, un modelo lineal general y análisis de cluster. A partir de los resultados se calculó un índice de las preguntas respondidas positivamente con respecto al total de preguntas correspondientes a cada estilo. Resultados: Teniendo en cuenta los resultados del cuestionario de Honey-Alonso, se calculó un índice de las preguntas respondidas positivamente con respecto al total correspondiente a cada estilo. El índice del estilo activo fue de 0,56, menor significativamente (p < 0,05) que el resto y no hubo diferencias significativas entre los otros estilos en estos estudiantes, ni tampoco en cuanto al sexo. Conclusiones: Los estilos teórico, reflexivo y pragmático fueron más frecuentes en estudiantes universitarios de Medicina sin diferencias por sexo, y las comparaciones con estudiantes de años superiores en esta misma carrera, o de otras facultades de Medicina, pudieran ser de gran interés(AU)

Introduction: Kolb establishes, according to his theoretical conceptions of learning, that there are four different learning styles or patterns: active, reflexive, theoretical, and pragmatic. Objective: To identify the fundamental learning styles of the medical students at Walter Sisulu University in South Africa. Methods: From the study population of 118 students, the sample was made up by 72 students of both sexes, enrolled in the first academic year of the medical major at Walter Sisulu University in South Africa. The 80-item Honey-Alonso questionnaire was applied to the students involved. The statistical analysis of the results was performed using the SPSS program, with the use of descriptive statistics, analysis of variance techniques, a general linear model, and cluster analysis. From the results, an index of the questions responded positively with respect to the total number of questions corresponding to each style was calculated. Results: Taking into account the results of the Honey-Alonso questionnaire, an index of the questions responded positively with respect to the total corresponding to each style was calculated. The active style index was 0.56, significantly lower (p < 0,05) than the rest and there were no significant differences between the other styles in these students, nor in terms of sex. Conclusions: The theoretical, reflexive and pragmatic styles were more frequent in medical university students without differences by sex, and comparisons with students of higher years in this same career, or other medical faculties, could be of great interest(AU)

Propiedades psicométricas del inventario de estilos de aprendizaje de Kolb y del cuestionario de Felder-Silverman en estudiantes de educación física de Santiago de Chile / Psychometric properties of the inventory of learning stylez of Kolb and Felder-Silverman questionnaire in student of physical education of Santiago of Chile

El objetivo del presente estudio fue conocer las propiedades psicométricas del Inventario de Estilos de Aprendizaje de Kolb y del Cuestionario de Felder-Silverman en una muestra de estudiantes de educación física de Chile. Para ello se aplicó ambos instrumentos a 141 estudiantes de dicha carrera de la Universidad Católica Silva Henríquez, siendo el 34,8% mujeres y el 65,2% hombres. Los resultados muestran que las cuatro subescalas del inventario de Kolb y las 4 subescalas del cuestionario de Felder-Silverman poseen índices adecuados de validez, sin embargo, los índices de confiabilidad obtenidos con alfa de Cronbach se ubican bajo los niveles aceptables en todas las subescalas. Se recomiendan más estudios con muestras de diversas universidades para confirmar las propiedades psicométricas de estos instrumentos en este tipo de población.

The aim of the present study was to know the psychometric properties of the learning styles inventory of Kolb and Felder-Silverman's questionnaire in a students' sample of physical education of Chile. For it both instruments were applied to 141 students of the above mentioned career of the Universidad Católica Silva Henríquez, being 34,8% ladies and 65,2 % males. The results show that four sub-scales of Kolb's inventory and 4 sub-scales of Felder-Silverman's questionnaire possess suitable indexes of validity, nevertheless, the indexes of reliability obtained with Cronbach's alpha are located under the acceptable levels in all the subscales. More studies are recommended by samples of diverse universi-ties to confirm the psychometric properties of these instruments in this type of population.

A teoria da aprendizagem experiencial como alicerce de estudos sobre desenvolvimento profissional / The experiential learning theory as the basis for the research about professional development

A teoria da aprendizagem experiencial consiste em uma abordagem sobre o desenvolvimento do adulto, em especial, do profissional. Segundo seu fundador, o americano David Kolb, a profissionalidade é um percurso permanente de aprendizagem, desde que o indivíduo possa se apropriar de suas experiências de atuação profissional. São discutidos os princípios e conceitos básicos dessa perspectiva, fundamentados na relação entre determinados tipos de aprendizagem, denominados modalidades de aprendizagem, e o desenvolvimento dos processos afetivos, perceptivos, cognitivos e comportamentais, presentes ao longo do percurso profissional ou em situações específicas de aprendizagem, como é o caso de projetos de formação em serviço. A perspectiva holística e integrativa da aprendizagem experiencial se aproxima das tendências contemporâneas que destacam o papel do pensamento reflexivo para melhoria da qualificação profissional. Contudo, a acepção kolbiana segue um caminho próprio, original, com grande potencial de aplicação para estudos e propostas formativas no campo do desenvolvimento profissional.

The theory of the experiential learning consists of a perspective about the development of the adult, in special, of the professional. According to its founder, the American David Kolb, the profissionality is a permanent process of learning, provided the individual can assume appropriate the experiences of professional performance. The principles and basic concepts of this approach are presented, based on the relation between certain types of learning and the development of the affectivity, perception, cognition and behavior belonging to the professional life track or in specific situations as it is the case of projects of formation in service. The holistic and integrative perspective of the experiential learning has some proximity with contemporary approaches which emphasize the role of the reflective thought for improvement of the professional qualification. However, Kolb's theory follows a proper and original way, with great potential for studies and formative proposals for the professional development.