![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
Background: Substantial controversy still abounds regarding teaching methods for health sciences. Variables involved in learning are so diverse and complex that probably no single teaching method is effective in all situations. Variables include teaching style, learning style, personality, and the environment.
Purpose: To determine if students choosing one of three problem‐based teaching formats would differ in academic acumen at the end of a 15 week course.
Methods: Format one was a small‐group experience where a facilitator helped students identify their current knowledge and set goals necessary to acquire appropriate new information. Format two was a combination of a small‐group and a large‐group experience. Format three was a large‐group only. Two learning style questionnaires, the Grasha‐Riechmann and the Kolb, were incorporated into the study design.
Results: Sixty‐four students completed the investigation. The highest average final grade was achieved by students in format one, while the lowest was in format three. Correlation of a student's final course grade and overall GPA provided some assurance that the grade achieved during the course was an accurate reflection of student ability. The learning style instruments provided no evidence that students chose formats based on an understanding of their learning style.
Conclusions: A substantial amount of information may be available to help decision makers cope with the diversity of teaching formats and student learning styles. More research is recommended to contend with understanding the role of student characteristics necessary for success in different teaching/learning situations.