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

XML Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

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:   (419 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]   (111 Downloads)    
Article Type: Original Article |
Received: 2017/07/20 | Accepted: 2018/11/6 | Published: 2018/02/1

1. Heydari M, Shahbazi S, Ali-Sheykhi R, Heydari K. Nursing students' viewpoints about problems of clinical education. J Health Care. 2011;13(1):18-23. [Persian] [Link]
2. Mohammadpour Y, Habibzadeh H, Khalilzadeh H, Pakpour V, Jafarizadeh H, Rafiei H, et al. Nursing students' perceptions of their educational environment: A Comparison between expected and actual environment. J Urmia Nurs Midwifery. 2011;9(2):102-11. [Persian] [Link]
3. Fasihi-Harandi T, Soltaniarabshahi SK, Tahami SA, Mohammadalizadeh S. Viewpoints of medical students about the quality of clinical education. J Qazvin Univ Med Sci. 2004;8(1):4-11. [Persian] [Link]
4. Pournamdar Z. Study of the facilitating and preventing factors of learning clinical skills from the final year students' viewpoints. N.Y Sci J. 2015;8(5):77-82. [Link]
5. Abdoli S. Concept of clinical work from the viewpoint of nursing students. Adv Nurs Midwifery. 2005;15(51):17-23 [Persian] [Link]
6. Hadizadeh F, Firoozi M, Shamaeyan Razavi N. Nursing and midwifery students perspective on clinical education in Gonabad University of Medical Sciences. Iran J Med Educ. 2005;5(1):70-8. [Persian] [Link]
7. Dehghani H, Dehghani K, Fallahzadeh H. The educational problems of clinical field training based on nursing teachers and last year nursing students viewpoints. Iran J Med Educ. 2005;5(1):24-33. [Persian] [Link]
8. Zeighami R, Fasele M, Jahanmiri Sh, Ghodsbin F. Nursing students' views of problems clinical training. J Qazvin Univ Med Sci. 2005;30:51-5. [Persian] [Link]
9. MohammdZade B, Maghsodi L, Vakili M, Sadeghi T, Zarei F. The association between personal characteristics and educational experiences with academic achievement among the students Zanjan University of Medical Sciences. J Med Educ Dev. 2017;9(24):92-101. [Persian] [Link]
10. Thompson JD. Organizations in action: Social science bases of administrative theory. New Jersey: Transaction Publishers; 2006. pp. 113-25. [Link]
11. Wang MT, Eccles JS. School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learn Instr. 2013;28:12-23. [Link] [DOI:10.1016/j.learninstruc.2013.04.002]
12. Shabani Varaki B, Hosseingholizadeh R. Evaluation of college teaching qualities. J Res Plan High Educ. 2006;12(1):1-21. [Persian] [Link]
13. Haghani F, Chavoshi E, Valiani A, Yarmohammadian MH. Teaching styles of teachers in basic sciences classes in medical school of Isfahan University of Medical Sciences. Iran J Med Educ. 2011;10(5):943-9. [Persian] [Link]
14. Heimlich JE, Norland E. Teaching Style: Where Are We Now?. New Dir Adult Contin Educ. 2002;2002(93):17-26. [Link] [DOI:10.1002/ace.46]
15. Benzie D. Teaching styles. Fam Med. 1998;30(2):88-9. [Link]
16. Felder RM, Silverman LK. Learning and teaching styles in engineering education. Eng Educ. 2002;78(7):674-81. [Link]
17. Grasha AF, Yangarber-Hicks N. Integrating Teaching Styles and Learning Styles with Instructional Technology. College Teaching. 2000;48(1):2-10. [Link] [DOI:10.1080/87567550009596080]
18. Hasanzadeh H, Bahramrezaei M, Pooladi A, Hasanzadeh A. Teaching styles of faculty members of Kurdistan University of Medical Sciences for theoretical lessons. Sci J Kurdistan Univ Med Sci. 2013;18(3):71-7. [Persian] [Link]
19. Ryan AM, Patrick H. The classroom social environment and changes in adolescents' motivation and engagement during middle school. Am Educ Res J. 2001;38(2):437-60. [Link] [DOI:10.3102/00028312038002437]
20. Aitkin M, Zuzovsky R. Multilevel interaction models and their use in the analysis of large-scale school effectiveness studies. Sch Eff Sch Improv. 1994;5(1):45-73. [Link] [DOI:10.1080/0924345940050104]
21. Ebmeier H, Good TL. The effects of instructing teachers about good teaching on the mathematics achievement of fourth grade students. Am Educ Res J. 1979;16(1):1-16. [Link] [DOI:10.3102/00028312016001001]
22. Anderson AR, Christenson SL, Sinclair MF, Lehr CA. Check & connect: The importance of relationships for promoting engagement with school. J Sch Psychol. 2004;42(2):95-113 [Link] [DOI:10.1016/j.jsp.2004.01.002]
23. Mirakzadeh A, Ghiyasvand ghiyasi F, Sharifzade A, Sharifi M. Study of Students' Learning styles in agricultural students of Islamic Azad University, Takestan. Iran J Agric Econ Dev Res. 2011;40(2):4. [Persian] [Link]
24. Seyf AA. Educational psychology: Psychology of learning and instruction. Tehran: Agah; 2000. pp. 255-70 [Persian] [Link]
25. Kolb DA. Experiential learning experience as the source of learning and development. 1th Edition. Englewood Cliffs, NJ: Prentice-Hall; 1994. pp. 22-31. [Link]
26. Peacock M. Match or mismatch? Learning styles and teaching styles in EFL. Int J Appl Linguist. 2001;11(1):1-20. [Link] [DOI:10.1111/1473-4192.00001]
27. Ghajarzadeh M, Adili-Aghdam F. Learning styles of medical residents of different disciplines in Tehran University of Medical Sciences. Razi J Med Sci. 2012;19(94):27-32. [Persian] [Link]
28. Khandagh A. Rajaii M. The effect of students' learning style on their educational teaching style. studies in education and psychology. J Educ Psychol. 2013;28:15-39. [Persian] [Link]
29. Razeghinejad MH, Bakhshi H, Mashayekhi N. A survey on teaching style of academic members in Rafsanjan University of Medical Sciences. Hormozgan Med J. 2010;14(3):198-205. [Persian] [Link]

Add your comments about this article : Your username or Email:
Write the security code in the box

Send email to the article author