Abstract
Background and Objectives. The career decision-making self-efficacy (CDSE) in medical, pharmacy, and dental students is more important than other disciplines due to professional sensitivity, direct involvement in decision-making for the treatment process, and the significant clinical involvement. It is also expected that learning styles can have a significant impact on the academic success, and the CDSE also affects the quality of clinical care. Therefore, the aim of this study was to examine the relationship between the learning styles and the career decision-making self-efficacy among medicine and dentistry students. Materials and Methods. This cross-sectional study was conducted on 235 medical interns and fifth- and sixth-year dental students of Ardabil University of Medical Sciences, Iran. The data were collected using Kolb Learning Style Inventory and Betz and Luzzo career decision-making self-efficacy questionnaire. Statistical tests such as Kolmogorov–Smirnov, Spearman correlation coefficient, Chi-square, one-way ANOVA were used to analyze the data. Results. The mean age of participants was 25.9 ± 1.30; a majority of them were dental students (134 persons, 59.3%), and 92 were medical students (40.7%). The predominant learning styles in dental and medical students were assimilating (40.3%) and converging (47.8%), respectively. There was no significant relationship between students’ learning styles and career decision-making self-efficacy and none of its subscales ( P > 0.05 ). The Chi-square test results showed that a significant difference was observed between the field of study and learning styles of the participants ( P = 0.024 ). Conclusion. This study showed that there was no significant relationship between learning style and career decision-making self-efficacy of the participants.
Highlights
Learning styles reflect a person’s preferred learning style, related to individual differences in mental and personality dimensions [1]
Achieving the educational goals requires proper policy making, proper implementation of programs by professors, and proper receipt of this training by students [7]. Medical sciences such as medicine and dentistry are among the fields that need a high attention to the quality of education due to direct interventions performed on human tissue and the impacts on maintaining and preserving human health [8]. e learning process and its quality depend on several factors
The dominant learning style was “assimilating” in dental students and “converging” in medical students, and there was a significant correlation between learning styles and field of study of the participants
Summary
Learning styles reflect a person’s preferred learning style, related to individual differences in mental and personality dimensions [1]. Erefore, the aim of this study was to examine the relationship between the learning styles and the career decision-making self-efficacy among medicine and dentistry students. E data were collected using Kolb Learning Style Inventory and Betz and Luzzo career decision-making self-efficacy questionnaire. Statistical tests such as Kolmogorov–Smirnov, Spearman correlation coefficient, Chi-square, one-way ANOVA were used to analyze the data. Ere was no significant relationship between students’ learning styles and career decision-making self-efficacy and none of its subscales (P > 0.05). Is study showed that there was no significant relationship between learning style and career decision-making self-efficacy of the participants Conclusion. is study showed that there was no significant relationship between learning style and career decision-making self-efficacy of the participants
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