HOLO Labs

Accolades

1. 3rd place - VCOM-VA Research Day - Poster Session

Abstract

We are analyzing medical student population data for the improvement and development of novel educational modalities. Previous studies have demonstrated importance in understanding the backgrounds of students due to clear differences demonstrated by students with science-based backgrounds compared to those with art-based backgrounds (Akbulut, D., 2010). In respect to these backgrounds, among undergraduate medical students, kinesthetic learning was the preferred learning style with significant relationships between personality traits and learning types (Abouzeid et al., 2021). Additional research demonstrated 51% of students preferred a bimodal approach to studying (Bokhari, et al., 2019) with further research showing an improvement in student motivation with the implementation of this approach (Prithishkumar, et al., 2014). Modern students also tend to place value in more transparent and supportive environments (Sadowski, et al., 2017). Novel technologies, such as virtual reality, for educational purposes, requires the consideration of the learner’s personality traits (Kim, et al., 2021). This demonstrates the necessity to understand current medical students' backgrounds with the goal of developing personalized targeted novel educational modalities. This study’s purpose is to collect and analyze medical students' population data for further postulation and recommendation of novel educational modalities for the modernization of curriculum.

References

1. Abouzeid, E., Fouad, S., Wasfy, N., Alkhadragy, R., Hefny, M., & Kamal, D. (2021). Influence of personality traits and learning styles on undergraduate medical students’ academic achievement. Advances in Medical Education and Practice, Volume 12, 769–777. https://doi.org/10.2147/amep.s314644

2. Akbulut, D. (2010). The effects of different student backgrounds in basic design education. Procedia - Social and Behavioral Sciences, 2(2), 5331–5338. https://doi.org/10.1016/j.sbspro.2010.03.868

3. Bokhari, N. M., & Zafar, M. (2019). Learning styles and approaches among medical education participants. Journal of education and health promotion, 8, 181. https://doi.org/10.4103/jehp.jehp_95_19

4. Kim, Y.-J., & Ahn, S.-Y. (2021). Factors influencing nursing students’ immersive virtual reality media technology-based learning. Sensors, 21(23), 8088. https://doi.org/10.3390/s21238088

5. Prithishkumar, I. J., & Michael, S. A. (2014). Understanding your student: Using the vark model. Journal of Postgraduate Medicine, 60(2), 183. https://doi.org/10.4103/0022-3859.132337

6. Sadowski, C., Stewart, M., & Pediaditis, M. (2017). Pathway to success: Using students’ insights and perspectives to improve retention and success for university students from low socioeconomic (LSE) backgrounds. International Journal of Inclusive Education, 22(2), 158–175. https://doi.org/10.1080/13603116.2017.1362048

7. Bhalli, M. A., Khan, I. A., & Sattar, A. (2015, October). Learning Style of Medical Students and Its Correlation With Teaching Methodologies and Academic Achievement. ResearchGate. https://www.researchgate.net/publication/325894109
_LEARNING_STYLE_OF_MEDICAL_STUDENTS_
AND_ITS_CORRELATION_WITH_PREFERRED_TEACHING_
METHODOLOGIES_AND_ACADEMIC_ACHIEVEMENT

8. Fleming, N., & Mills, C. (1992). Not Another Inventory, Rather a Catalyst for Reflection. To Improve The Academy. https://doi.org/10.1002/j.2334-4822.1992.tb00213.x

9. Peter Honey and Alan Mumford Learning Styles. (2021, June 1). Extension Practice. https://extensionaus.com.au/extension-practice/peter-honey-and-alan-mumford-learning-styles/