![]() Kinesthetic learners learn through moving and touching. These learners not only require visual displays such as diagrams, PowerPoint presentations, overhead transparencies, videos, flipcharts, handouts, field trips and so on, but they also require seeing the instructor’s body language and facial expressions. They prefer to watch demonstrations and will typically get more out of videotaped instruction rather that a lecture. These learners prefer to see how to do things rather than just talk about them. Visual learners learn predominantly with their eyes, they learn through seeing. Music is one of the principle tools for inducing a relaxed mental state in which material is more easily absorbed and retained. This helps them process the information.Īnother instructional method can include background music to facilitate and accelerate the learning. They will often repeat what is said or rephrase the information into a question for discussion. Since hearing and speaking are so closely related, auditory learners usually use their voice as well as their ears. In other words, written information may have little meaning until it is heard. Auditory learners can typically follow instructions very precisely after being told only once or twice what to do. ![]() These learners require verbal lectures and discussions, role – playing exercises, structured sessions and reading aloud. They pick up new ideas and concepts better when they hear the information. The name comes from the first letters of the three learning styles described: visual, auditory and kinesthetic.Īuditory learners learn through listening. One of the most used classifications of the learning styles is the one proposed by Fleming and Mills in 1992: the VAK model. The most common-but not the only-hypothesis about the instructional relevance of learning styles is the meshing hypothesis, according to which instruction is best provided in a format that matches the preferences of the learner (e.g., for a “visual learner,” emphasizing visual presentation of information). Assessments of learning style typically ask people to evaluate what sort of information presentation they prefer (e.g., words versus pictures versus speech) and/or what kind of mental activity they find most engaging or congenial (e.g., analysis versus listening), although assessment instruments are extremely diverse. Proponents of learning-style assessment contend that optimal instruction requires diagnosing individuals’ learning style and tailoring instruction accordingly. The term “learning styles” refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them. This is why it is important when teaching to considerate how the students learn in order to facilitate the learning Discussions: The way medical students learn is different from the general population. 32 % of the students that participated at this study are from UMF Craiova, 32% from UMF Carol Davila, 11% University of Medicine T Popa, Iasi, 9% UMF Cluj Iulius Hatieganu. According to this study the distribution of the learning styles is as following: 33% visual, 26% auditory, 14% kinesthetic, 12% visual and auditory styles equally, 6% visual and kinesthetic, 4% auditory and kinesthetic and 5% all three styles. Results: We determined that 73% of the students prefer one learning style, 22% prefer to learn using equally two learning style, while the rest prefer three learning styles. Subjects and methods: In this study, a number of 230 medical students were questioned in order to determine their learning style. ![]() There is no evidence that teaching according to the learning style can help a person, yet this cannot be ignored. ![]() According to Fleming and Mills the learning styles can be classified in Visual, Auditory and Kinesthetic. While some prefer listening to learn better, others need to write or they only need to read the text or see a picture to later remember. Background: The term “learning style” refers to the fact that each person has a different way of accumulating knowledge.
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