Learning Style, Mode of Assessment, and Medical College Admission Test Performance of Students in the First Two Years of Medical School - Charles C. Hosford
Medical College Admission Test scores as well as several measures of student performance used during the first two years of medical school were correlated and subjected to regression analyses. Four learning style dimensions were assessed using the Index of Learning Styles: Active/Reflective, Sensing/Intuitive, Visual/Verbal, and Sequential/Global. Students were moderately more sensing and visual but essentially balanced on the remaining dimensions. The Active/Reflective, Visual/Verbal, and Sequential/Global dimensions were each related in small to moderate degrees to the various measures of performance, with reflective learners outperforming active learners, verbal learners excelling in verbally oriented measures, and sequential learners outperforming their global counterparts in two modes of assessment, but with global learners outperforming sequential learners in some verbally oriented tasks. Results generally paralleled hypothesized findings using learning style to predict Medical College Admission Test achievement by test section and academic achievement by mode of assessment. A hypothesized relationship between identical modes of assessment used for the Medical College Admission Test and those used in medical school was not supported.