gms | German Medical Science

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA)

16.11. - 18.11.2007, Hannover

Effect of EMS admission test on Students Distribution of Kolb's learning style

Einfluss des EMS Eingangstests auf die Verteilung der Lernstile

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Jahrestagung der Gesellschaft für Medizinische Ausbildung - GMA. Hannover, 16.-18.11.2007. Düsseldorf: German Medical Science GMS Publishing House; 2007. Doc07gma71

Die elektronische Version dieses Artikels ist vollständig und ist verfügbar unter: http://www.egms.de/de/meetings/gma2007/07gma071.shtml

Veröffentlicht: 14. November 2007

© 2007 Kraft.
Dieser Artikel ist ein Open Access-Artikel und steht unter den Creative Commons Lizenzbedingungen (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.de). Er darf vervielfältigt, verbreitet und öffentlich zugänglich gemacht werden, vorausgesetzt dass Autor und Quelle genannt werden.


Gliederung

Text

The Swiss admission test to medical schools (EMS) was introduced at the Medical school of Innsbruck in 2006. This study aims to find out whether this test has an effect on the distribution of Kolb´s learning styles in Medical students. The distribution of the 4 learning styles according to Kolb (diverging, assimilating, converging and accommodating) was determined in the medical students who were successful in the EMS test and compared to those of students of 2002, 2003 and 2004 who had been admitted without any admission test. In the unselected students the relative proportions of Kolb´s learning styles were 21.5%, 47.4%, 21.3% and 9.8% for diverging, assimilating, converging and accommodating, respectively. Students who were selected by the EMS showed a significant different distribution: the frequency of assimilating and accommodating remained unchanged (47.0% and 8.4%) but the frequency of “converging students” had increased (35.1%) to the expense of student with diverging learning style (9.5%). When the EMS points were compared between the 4 learning styles students with the diverging learning style had significant lower marks (p=0.008) than students with one of the other learning styles.

Since students with the diverging learning style are predominantly female this effect on the learning style distribution might explain also a significant part of the gender effect (reduction of females) that was visible after the introduction of the EMS.