Strides in Development of Medical Education

Document Type : Original Article


1 M.A. in Educational Planning, Department of Educational Sciences, School of Educational Sciences, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

2 Ph.D. in Educational Management, Associate Professor, Department of Educational Sciences, School of Educational Sciences, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran


Background & Objective: Individuals based on their learning styles have different interpretation of the environment and issues and choose different problemsolving strategies The objective of the present research was identifying the relationship between learning methods and problemsolving strategies among students of the bachelor of nursing in Isfahan University of Medical Sciences Iran Methods: The present study was a correlational research The statistical population included students of the bachelor of nursing in Isfahan University of Medical Sciences in 20132014 (n = 380) From among them 191 individuals were selected through cluster random sampling and based on sample size determined using Cochran`s sample size formula The data collection tools included Kolbs Learning Styles Inventory (LSI) and the ProblemSolving Approaches Questionnaire (Cassidy & Long) The face validity of the questionnaires was accepted due to their high application rate The reliability of the questionnaires was estimated as more than 070 Data were analyzed using stepwise regression and the Pearson correlation coefficient Results: The results showed an inverse relationship between experiential learning style and constructive problemsolving style In addition there was a direct relationship between experiential learning style and nonconstructive problemsolving style There was a reverse relationship between abstract conceptualization and nonconstructive problemsolving style The best predictor of constructive and nonconstructive problemsolving styles was experiential learning style Conclusion: Based on the relationship observed between learning styles and problemsolving styles it is suggested that learning styles and practices be introduced to students and teachers in training courses so that they use suitable problemsolving styles based on the identified learning styles Moreover the provision of nursing courses that provide the possibility of experiential learning for students is highly recommended


  1. Khademi M. (dissertation). Analyzing the relationship between learning methods and preferred procedures for the students in middle-school. Isfahan: Faculty of Psychology and Educational Sciences; 2011. [In Persian]
  2. Salami SO, Aremu AO. Relationship between problem solving ability and study behavior among school-going adolescents in southwestern Nigeria. Electronic J Res Educ Psychol. 2006; 4(1):139-54.
  3. Moattary M, Abedi H, Fathiazar S, Amini A. Reflection perspectives of Tabriz Nursing Student. Iran J Med Educ. 2002; 2(2Suppl)40. [In Persian]
  4. Smeltzer S, Bare B, Hinkle J, Cheerer K. Medical-Surgical nursing. 11th ed. Philadelphia: Lippincott Williams wilkins; 2008
  5. Wang JJ, Lo CH, Ku YL. Problem solving strategies integrated into nursing process to promote clinical problem solving abilities of RN-BSN students. Nurse Educ Today. 2004; 24(8):589-95.
  6. Noroozi D. (dissertation). Cognitive styles and their relationship with learning. Collection of the articles of human sciences, educational sciences, and psychology. Tehran: Islamic Azad University, South Branch; 2008.
  7. Zoghi M, Brown T, Williams B, Roller L, Jaberzadeh S, Palermo C, et al. Learning style preferences of Australian health science students. J Allied Health. 2010; 39(2):95-103.
  8. Boyde M, Tuckett A, Peters R, Thompson DR, Turner C, Stewart S. Learning style and learning needs of heart failure patients (The Need2Know-HF patient study). Eur J Cardiovasc Nurs. 2009; 8(5):316-22.
  9. Dobson JL. Learning style preferences and course performance in an undergraduate physiology class. Adv Physiol Educ. 2009; 33(4):308-14.
  10. Norman G. When will learning style go out of style? Adv  Health  Sci  Educ  Theory  Pract. 2009;14(1):1-4.
  11. Willemsen-McBride  T.  Preceptorship  planning  is essential  to  perioperative  nursing  retention: matching  teaching  and  learning  styles.  Can  Oper Room Nurs  J.  2010;  28(1):8-10.
  12. D'Amore A,  James  S,  Mitchell  EK.  Learning styles  of  first-year  undergraduate  nursing  and midwifery  students:  a  cross-sectional  survey utilising  the  Kolb  Learning  Style  Inventory. Nurse  Educ  Today.  2012;  32(5):506-15.
  13. Cassidy  S.  Learning  Styles:  An  overview  of theories,  models  and  measures.  Educational Psychology.  2004;  24(4):  419-44.
  14. Kharrazi  SK.  An  introduction  to  cognitive education.  Theory  and  applications.  (Translation) Ashman  AF,  Conway  RNF.  Tehran:  Sana  Pub; 2006.  [In  Persian]
  15. Roberts  A.  Cognitive  styles  and  student progression  in  architectural  design  education. Design  Studies.  2006;27(2):167-81.
  16. Solso  RL,  MacLin  MK,  MacLin  OH.  Cognitive Psychology.  Boston:  Allyn  and  Bacon  Pub;  2008. 17.  Kolb  AY.  The  Kolb  learning  style  inventoryversion  3.1  2005  technical  specifications.  Boston: MA:  Hay  Resource  Direct;  2005.
  17. Poshtiban A.  (dissertation).  The  relationship between  problem-solving  style  and  educational improvement,  self-esteem  and  the  way  of  thinking of  the  students  in  senior  level  of  middle-school. Tabriz:  Tabriz  University:  2008.
  18. Becker-Weidman  EG,  Jacobs  RH,  Reinecke  MA, Silva  SG,  March  JS.  Social  problem-solving among  adolescents  treated  for  depression.  Behav Res  Ther.  2010;48(1):11-8.
  19. Metallidou  P,  Platsidou  M.  Learning  Style Inventory-1985:  Validity  issues  and  relations  with metacognitive  knowledge  about  problem-solving strategies.  Learn  Individ  Differ.  2008;  18(1):   114-9.
  20. Loo R.  Kolb’s  learning  styles  and  learning preferences:  Is  there  a  linkage?.  Educational Psychology.  2004;  24(1):  99-108.
  21. Weber  K.  Problem-solving,  proving,  and  learning: The  relationship  between  problem-solving processes  and  learning  opportunities  in  the activity  of  proof  construction.  J  Mathematical Behavior.  2005;  24(3):  351-60.
  22. Lithner  J.  Students’  mathematical  reasoning  in university  textbook  exercises.  Educational  Studies in  Mathematics.  2003;  52(1):  29-55.
  23. Akbari  M,  Motamedi  A.  Analyzing  the relationship  between  learning  styles,  personality characteristics,  and  problem-solvind  methods among  the  students.  Quarterly  of  the  Modern Thoughts  in  Educational  Sciences.  2011;  6(3):1125.  [In  Persian]
  24. Sarvghad  S,  Dianat  A.  A  Study  of  Learning  and Problem-solving  Styles  of  University  Students  (A Case  Study  of  Marvdasht  Islamic  Azad University).  J  Management  System.  2010. 1(2):79-92.  [In  Persian]
  25. Bhat  MA.  The  effect  of  learning  styles  on problem  solving  ability  among  High  School Students.  Int  J  Adv  Soc  Sci  Humanit.  2014;2(7): 1-6.
  26. Sirin  A,  Guzel  A.  The  relationship  between learning  styles  and  problem  solving  skills  among college  students.  Educational  Sciences:  Theory  & Practice.  2006;  6(1):  255-64.
  27. Cassidy  T,  Long  C.  Problem-solving  style,  stress and  psychological  illness:  development  of  a multifactorial  measure.  Br  J  Clin  Psychol.  1996; 35  (Pt  2):265-77.