114) Learning Preferences of Medical Students: Zaragoza (Spain) and Sucre (Bolivia).

TERÁN, C. ; GORENA, D. ; ARCE, J. ; DÍAZ-VÉLIZ, G. ; MORA, S. ; GARGIULO, P.A. ; BIANCHI, R. ; LAFUENTE, J.V. ; ESCANERO, J.F.

Glasgow

Conferencia; Association for Medical Education in Europe (AMEE) Conference 2010.; 2010

Association for Medical Education in Europe (AMEE).

114) Terán, C.; Gorena, D.; Arce, J.; Díaz-Véliz, G.; Mora, S.; Gargiulo, P.A.; Bianchi, R.; Lafuente, J.V.; Escanero, J.F. (2010). Learning Preferences of Medical Students: Zaragoza (Spain) and Sucre (Bolivia). AMEE 2010. Abstract 6684. Disponible: http://www.amee.org/AbstractView.aspx?AbstractID=7629&ConferenceID=7 BackgroundThe characterization of medical students’ learning styles and preferences is a priority according trends in curriculum changes that have been taking place in the world. This study pretends to identify and characterize the learning preferences of students and describe the types of learners in two faculties of medicine with traditional curricula in different geographical areas. Summary of work A cross-sectional study was developed in two faculties of medicine: one from Europe (Zaragoza, Spain) and other from Latin America (Sucre, Bolivia). Canfield Learning Style Inventory CLSI was applied during 2007-2008. It was calculated the sample mean and standard deviation for each categories’ domains. Summary of results The students from both faculties prefer the detail as primary condition of learning (Zaragoza μ=12.46, Sucre μ=9.04) and the organization of courses (Zaragoza μ=12.91, Sucre µ=11.81). Students from Zaragoza prefer less the competition (μ=17.39) and those from Sucre the Independence (μ=17.39). Both are interested in working with people (Zaragoza μ=13.01, Sucre μ=12.07), through direct experience as their preferred learning mode (Zaragoza μ=12.97, Sucre μ=14.05), and have high expectation to pass the current course. More than 55% from both faculties are from neutral type of learners. Conclusions Take-home message. The learning preferences profile should encourage to the teachers to carrying out their teaching and to the students to develop their strengths and overcome their weaknesses, accommodating their learning preferences to different circumstances and contexts.