Volume 6, Issue 1 (2018)                   HEHP 2018, 6(1): 39-45 | Back to browse issues page

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Poorkazemi R, Asadi M. Relationship between Students’ Learning Styles and Their Preferred Method of Teaching and the Teaching Methods of Faculty Members in Clinical Teaching. HEHP. 2018; 6 (1) :39-45
URL: http://journals.modares.ac.ir/article-5-13728-en.html
1- Student Research Committee, School of Nursing & Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
2- Student Research Committee, School of Nursing & Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran , masadi87@yahoo.com
Abstract:   (746 Views)
Aims: Clinical teaching would provide an opportunity for the students to turn their theoretical knowledge into various mental, psychological, and motor skills, which are necessary for taking care of the patients. The aim of this study was to investigate the relationship between students’ learning styles and their preferred method of teaching and the teaching methods of faculty members in clinical teaching.
Instruments & Methods: In this descriptive study, 180 samples were selected, using simple randomized sampling method from nursing and midwifery students of Isfahan Azad University in 2016. The data were collected by the standard questionnaire of Kalb and the questionnaire of Musa-pour teaching method. The data were analyzed by SPSS 20, using Chi-square test and McNamar’s test.
Findings: There was a significant difference between the performed style of the professors and the preferred style of the students (p<0.001). A significant relationship was found between the learning styles and the students’ preferred style (p=0.03); the preferred style of student-oriented was more observed in convergent and attractive learning styles than the other 2 learning styles.
Conclusion: The preferred and appropriate clinical teaching style for nursing and midwifery majors is student-oriented style, but most of the professors use the teacher-oriented approach.
Full-Text [PDF 343 kb]   (213 Downloads)    
Article Type: Original Article |
Received: 2017/07/20 | Accepted: 2018/02/1 | Published: 2018/11/6

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