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Benefiting from clinical experience: the influence of learning style and clinical experience on performance in an undergraduate objective structured clinical examination.

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Title: Benefiting from clinical experience: the influence of learning style and clinical experience on performance in an undergraduate objective structured clinical examination.
Authors: Martin, Iain G (AUTHOR), Stark, Patsy (AUTHOR), Jolly, Brian (AUTHOR)
Source: Medical Education. Jul2000, Vol. 34 Issue 7, p530-534. 5p.
Subjects: Medical education examinations, Medical students, Medical education, Examinations
Abstract: Objective To assess the relationship between clinical experience, learning style and performance in an objective structured clinical examination (OSCE) in medical students at the end of their first clinical year. Design Prospective study of undergraduate students taking an OSCE examination at the end of their first clinical year. Subjects 194 undergraduate medical students (95 male). Main Outcome Measures Performance in the OSCE examination, the Entwhistle Learning Style Inventory1 and a composite self-reported score of clinical activity during the students first clinical year. Results Performance in the OSCE examination was related to well-organized study methods but not to clinical experience. A significant relationship between clinical experience and organized deep-learning styles suggests that knowledge gained from clinical experience is related to learning style. Conclusions The relationship between clinical experience and student performance is complex. Well-organized and strategic learning styles appear to influence the benefits of increased clinical exposure. Further work is required to elucidate the most beneficial aspects of clinical teaching. [ABSTRACT FROM AUTHOR]
Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Benefiting from clinical experience: the influence of learning style and clinical experience on performance in an undergraduate objective structured clinical examination.
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  Data: <searchLink fieldCode="AR" term="%22Martin%2C+Iain+G%22">Martin, Iain G</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Stark%2C+Patsy%22">Stark, Patsy</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jolly%2C+Brian%22">Jolly, Brian</searchLink> (AUTHOR)
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  Data: Objective To assess the relationship between clinical experience, learning style and performance in an objective structured clinical examination (OSCE) in medical students at the end of their first clinical year. Design Prospective study of undergraduate students taking an OSCE examination at the end of their first clinical year. Subjects 194 undergraduate medical students (95 male). Main Outcome Measures Performance in the OSCE examination, the Entwhistle Learning Style Inventory1 and a composite self-reported score of clinical activity during the students first clinical year. Results Performance in the OSCE examination was related to well-organized study methods but not to clinical experience. A significant relationship between clinical experience and organized deep-learning styles suggests that knowledge gained from clinical experience is related to learning style. Conclusions The relationship between clinical experience and student performance is complex. Well-organized and strategic learning styles appear to influence the benefits of increased clinical exposure. Further work is required to elucidate the most beneficial aspects of clinical teaching. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1046/j.1365-2923.2000.00489.x
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