Strides in Development of Medical Education

Document Type : Original Article


1 M.Sc. in Medical Education, Education Development Center, Kerman University of Medical Sciences, Kerman, Iran

2 M.Sc. in Nursing, Neuroscience Research Center, Institute of Neuropharmacology, Lecturer, Department of Internal-Surgical Nursing, Razi School of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran

3 Ph.D. in Psychiatry, Professor, Department of Community Medicine, Social Determinants of Health Research Center, Kerman University of Medical Sciences, Kerman, Iran

4 Ph.D. in Epidemiology, Professor, Department of Statistics and Epidemiology, Modeling in Health Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran


Background & Objective: Learning style is a distinctive habitual behavior to gain knowledge skills or feedback attained through study or experience The key to engaging students in learning the content is identifying their preferences and learning styles as well as identifying factors influencing these variables To reach this goal predictive variables of learning styles should be accurately identified in order to improve the learning environment The aim of this study was to determine the relationship between learning styles and selfesteem in students of Kerman University of Medical Sciences Iran Methods: This descriptiveanalytical and crosssectional study was carried out on 343 students selected through quota sampling method The data collection tools consisted of a demographic information form the Kolb Learning Style Inventory (LSI) version 2 and the Rosenberg SelfEsteem Scale (RSES) Data were analyzed using chisquare test Spearmans correlation coefficient linear regression and logistic regression Results: The mean (± SD) age of the participants was 2141 (± 296) and 443% of students used absorbent learning style In addition 609% of students had poor selfesteem No statistically significant association was observed between students learning styles and levels of confidence In addition the results showed that only gender was a prognostic factor in determining learning styles Conclusion: The results of this study showed that the students selfesteem and learning styles were not correlated; thus teachers can disregard these factors in their assessment of students learning styles


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