Pragmatic Style Research Articles

Does learning style influence performance in objective structured clinical examinations?

BackgroundObjective Structured Clinical Examinations (OSCEs) aim to assess medical students’ clinical skills rather than just their theoretical knowledge. We propose a study between the learning style of second-cycle medical students and their performance in OSCEs.MethodsDuring their internship at our hospital, students were invited to complete the LSQ-Fa, a questionnaire designed to identify their preferences among 4 learning styles: active, reflective, theoretical, and pragmatic. In parallel, an evaluation of their clinical skills was conducted through OSCEs. We then performed an analysis to establish a correlation between learning styles and OSCE performance, to better understand how learning preferences influence academic outcomes.ResultsBetween April 2021 and January 2023, 55 students were evaluated by OSCEs and had completed the LSQ-Fa. The average OSCE score was 14.8/20. The theoretical learning style was predominant in 47.3% of students, followed by active (27.3%), reflective (14.6%), and pragmatic (5.4%), with 3 cases of mixed active and theoretical styles (5.4%). No significant correlation was observed between learning style and OSCE performance (p = 0.28), although students with a pragmatic style recorded a slightly higher average.ConclusionThis study highlights the importance of considering diverse learning styles in the design of medical education programs.

Estilos de aprendizaje y desarrollo de pensamiento formal en estudiantes peruanos de Educación Básica

The aim of this study was to establish the relationship between Learning Styles (LS) and the level of Formal Thought Development (FTD) in fourth-year students of Regular Basic Education in the Tacna Region, 2022. From a methodological standpoint, this research adopts a descriptive correlational design. The sample consisted of 738 fourth-year secondary education students, randomly and repre-sentatively selected from the four Local Educational Management Units in the Tacna Region. Two instruments were administered: the CHAEA questionnaire by Honey and Alonso, comprising 80 items to identify LS, and the TOLT Test by To-bin and Capie, consisting of 10 items, to determine the FTD level in participants. The findings revealed a significant relationship between LS and FTD level in Regu-lar Basic Education students in the Tacna Region, 2022. Reflective, theoretical, and pragmatic learning styles showed significant relationships (bilateral signifi-cance of 0.003<0.05, 0.040<0.05, and 0.010<0.05, respectively) with FTD. Thus, effect sizes are around the medium level with high statistical power. Only the ac-tive learning style did not show a significant relationship (bilateral significance of 0.133 > 0.05). It is concluded that the active learning style is not related to the FTD level, whereas the reflective, theoretical, and pragmatic styles are.

Los Estilos de aprendizaje y su importancia en el desarrollo de habilidades clínicas de los estudiantes de Odontología: Un estudio transversal

Introduction.Professional schools of dentistry must generate and guarantee the learning and development of clinical skills in students in order to achieve an adequate graduate profile. This challenge implies the need to know the learning styles of students in order to generate strategies and improve learning.Objective: This study aims to analyse the importance of learning styles in the development of clinical skills of dental students at a private university in Cusco.Methodology: A descriptive and cross-sectional study was carried out, the population consisted of 215 students in the seventh, eighth and ninth semesters of the clinical area of the School of Stomatology, with a sample of 139 students, using the survey technique and the questionnaire as an instrument for the variables under study, as well as data processing using SPSS software, v. 26.Results: it is known that 70.5% of the students' learning styles have a high level of management of their learning styles, with 41.7% in the reflective style, 67.6% in the theoretical style and 56.1% in the pragmatic style, which implies that according to their educational experience their style predominates; in addition to the importance of learning styles in the development of clinical skills.Conclusion: clinical skills are significantly associated with the learning style possessed by the students.

Influence of learning styles on student performance in self-instructional courses.

This study aimed to analyze the learning style of dentistry students in self-instructional courses to assist in pedagogical planning and to choose the most appropriate educational resources for the students' learning profile. A sample of 122 students who responded to the Learning Styles Questionnaire was analyzed. For statistical purposes, correlation analysis, chi-square test, odds ratio, and Student's t-test were performed. In the analyzed sample, there was a higher prevalence of students in the theoretical and reflector styles, and a lower prevalence of students in the activist and pragmatic styles. An analysis of educational resources demonstrated the predominance of theoretical and reflective content. The data show a statistically significant reduction of about 74% in the chances of passing for the activist-pragmatists group compared to other students (χ2(1, N = 122) = 5.795, p < 0.05, odds ratio = 0.26). On the other hand, reflector students who exhibited a lower preference for the activist style had a higher chance of course completion, with a 3.33-fold increase in the likelihood of passing the course (χ2(1, N = 122) = 5.637, p < 0.05, odds ratio = 3.33). These findings highlight the importance of considering students' learning styles in educational planning and resource selection to optimize student performance. Further research is warranted to explore the implications of these findings and to investigate additional factors that may influence student success in self-instructional courses.

Revisiting Pontoppidan: Sentiment analysis and topic modelling on ‘Eagle's Flight’

AbstractOur aim is to examine the evolution of Henrik Pontoppidan's authorship by comparing the five different editions that exist of his short story ‘Eagle's Flight’ (‘Ørneflugt’), as well as enriching the understanding of the story. We attempt to validate the existing views of ‘Eagle's Flight’ based on classic literary analysis (qualitative part) by approaching them from a different perspective, that of digital text analysis (quantitative part). The digital analysis focuses on sentiment analysis and topic modelling as ways of discovering differences in the same story across different versions. We have chosen this story as it is relatively easy and quite fast to read, allowing the reader to validate (or not) the output of the machine learning algorithms on their own. We test whether these techniques can be applied in a Danish literature context, and how they further contribute to the analysis and understanding of the literature. Our findings suggest that the methods complement each other and point in the same direction, that Pontoppidan has changed his way of writing during the time of the authorship from a Romantic towards a more Pragmatic style. Our approach can be applied to the works of any author.

Learning and Teaching Styles in a Public School with a Focus on Renewable Energies

The purpose of this study is to identify teaching styles (TS) and learning styles (LS) in teachers and students in public schools with a focus on renewable energies, with the aim of designing and applying curricular strategies based on active learning in relation to the Sustainable Development Goals (SDGs). In the same way, it seeks to determine the differences related between TS and LS. The research was developed with a quantitative methodology and a correlational descriptive approach. In addition, a non-experimental, cross-sectional design was used and an intentional non-probabilistic sampling of 125 students and 20 professors from the Maria Inmaculada School of the municipality of Puerto Carreño, Colombia. The results indicate that there is no significant difference between TS and LS. However, it was identified that students prefer a reflective teaching methodology (M = 15.5, SD = 0.75) followed by the active style (M = 14.2, SD = 1.10) and, to a lesser extent, the pragmatic style (M = 11.4, SD = 1.19). In the case of teachers, the most used teaching style is also reflective (M = 25.7, SD = 1.02), followed by individualized (M = 20.1, SD = 0.56) and, to a lesser extent, inquiry (M = 5.3, SD = 1.10). This research allows the generating of new knowledge that contributes to improving educational processes in the school population with a focus on renewable energies, enabling the promotion of strategies towards a sustainable society.

Preference for learning styles among UPSI students during learning Titas Course

Learning styles are unconscious, stable characteristics that influence how learners perceive and respond to their learning environment. The purpose of this study is to investigate the learning styles of UPSI students while studying Titas and to examine the differences in learning styles between male and female students. The participants in this study were 311 students randomly selected from 513 students. Honey and Mumford's (1986) learning styles questionnaires were given to each student after obtaining informed consent. Data were collected using questionnaires and analyzed using SPSS. Descriptive statistics, such as frequencies and means, were used to explain the learning style scores and gender of the respondents. An independent T-test was used to compare the differences between genders. The result shows that theoretical style (mean = 3.83) was rated the highest by the students. This was followed by the pragmatic style (mean=3.81) and the reflective style (mean=3.79). Students rated the activist style as moderate (mean=3.46). The independent T-test showed that there was no significant difference between genders.

Estate Planning and Wills Across Borders: Sometimes a Quagmire in the Making

In this article a synoptic evaluation is made in respect of the estate planning and wills of South African nationals working, investing or living in foreign jurisdictions, in the broader context of globalisation and internationalisation. Estate planners and testators may inadvertently leave family members in a financially vulnerable position or diminish family assets due to a non-appreciation of international private law. The importance of international wills, the role of testamentary trusts, and the potential impact and reciprocity of international instruments are considered. The most applicable Hague Conventions and the EU Succession and Matrimonial Property Regulations are discussed in an attempt to give an overview of the current legal position. In discussing the role of international private law, its practical application is illustrated by way of reference to a few jurisdictions popular among South Africans with multi-jurisdictional estates, namely Malta, Portugal, the Netherlands and the United Kingdom. Although there may be more popular emigration jurisdictions amongst South Africans, this contribution focusses on the South African who lives, works and plays in a European context, without necessarily cutting his or her ties with the homeland. Not all attempts to harmonise wills, deceased estates, succession and matrimonial property regimes have been met with the same levels of enthusiasm by the international community. Contributing hereto may be the fact that fiduciary law deals with sensitive and very personal aspects of individuals and is closely linked to the different worldviews of communities. It is argued that not only fiduciary advisers and will drafters, but also attorneys and notaries involved with prenuptial agreements, should be proficient in the workings and implications of the applicable international instruments. Lastly, an argument is made for more pragmatic and commercial style thinking in the arena of fiduciary law.

Caracterización de los Estilos de Aprendizaje de estudiantes de básica primaria de un grupo étnico

Objetivo: caracterizar los estilos de aprendizaje de estudiantes de básica primaria del grupo étnico Emberá Chamí del corregimiento de Caimalito, Pereira. Metodología: se optó por un enfoque cuantitativo con diseño transversal descriptivo. El recabado de la información se realizó a través del cuestionario CHAEA-Junior. Resultados: se evidenció una preferencia en los estilos reflexivo y pragmático al analizar de manera discriminada los estilos de aprendizaje. Sin embargo, al someter los datos a una prueba de hipótesis se encontró que no existen diferencias significativas en los estilos de aprendizaje entre los participantes del grupo Emberá. Conclusiones: la caracterización de los estilos de aprendizaje en la población étnica objeto de estudio presenta rasgos similares a los hallados en otras investigaciones, en las que también se concluye una tendencia reiterada por los estilos reflexivo y pragmático.

Professional Aspirations as Indicators of Responsible Leadership Style and Corporate Social Responsibility. Are We Training the Responsible Managers that Business and Society Need? A Cross-national Study

The relationship between responsible leadership (RL), identified from achievement expectations, and the importance attached to corporate social responsibility (CSR) was analyzed. In a survey of 1,833 business management undergraduates in six Ibero-American countries, factor analysis identified three approaches to stakeholder relations, behaviors, and professional aspirations: a relational style associated with the intention to collaborate with others; a pragmatic style geared to attaining personal and organizational objectives; and an individualist style informed by a drive for personal achievement. Regression analyses confirmed the relationship between relational and pragmatic styles and CSR geared to stakeholder well-being, protection of social and natural environments, and ethical management. Both were associated with regard to the responsibilities that ensure business survival (such as meeting customer needs), while the individualist style was aligned with hostility toward those dimensions of CSR. These findings suggest that the relational and pragmatic styles lead to more effective CSR management.

Appropriate Learning Management for Studentswith Different Learning Styles within a Multicultural Society at State-run Universities in Thailand

This research aimed to discover appropriate learning management to suit students’ different learning styles within a multicultural society at state-run universities using mixed methods research of explanatory design. A survey was first conducted followed by focus group discussions. It was found that the students consisted of all four types of learning styles: reflector, activist, theorist and pragmatist, while, reflectors were the majority group. The results also showed that students from different disciplines and types of highschools used different learning styles. However, the participants in the focus groups, especially the Muslim students, stated that they employed the pragmatic style as well as their dominant style. It is suggested that a teaching style incorporating practiced-based learning, such as lab-work, field work or project-based learning would suit all students. Student-centered classes and active leaning are also recommended as being appropriate for all types of student learning styles.

How do critical care staff respond to organisational challenge? A qualitative exploration into personality types and cognitive processing in critical care.

Critical care staff are frequently required to respond to stressful scenarios. The way staff counter organisational challenge may be influenced by their underlying personality type, preferred style of cognitive processing and previous clinical experience. Our objective was to explore the personality types of a sample of critical care workers, and the potential relationship of this with cognitive processing. This was achieved through a qualitative interview study in which participants were presented with difficult but realistic scenarios pertaining to staffing. Data on individual’s personality were captured using the ‘16 Personality Factor’ assessment, a tool that produces scores for 16 different elements of an individual’s personality. The existence of perfectionist and pragmatic cognitive processing styles were identified as one theme emerging from a prior analysis of these interview transcripts. We aimed to validate this, explore our ability to categorise individuals into groups based upon their cognitive processing. We identified that some individuals strongly tended to either a perfectionist or pragmatic style of cognitive processing for the majority of their decisions; however most adapted their style of processing according to the nature of the decision. Overall participants generally demonstrated average scores for all 16 personality factors tested. However, we observed that some factors tended to higher scores than others, indicating a pattern within the personalities of our sample cohort. Whilst a small sample size, our data suggests that individuals working within the same critical care environment may have clear differences in their approach to problem solving as a consequence of both their personality type and preferred style of cognitive processing. Thus there may be individuals within this environment who would benefit from increased support to minimise their risk of cognitive dissonance and stress in times of challenge.

A SUMO Based Simulation Framework for Intelligent Traffic Management System

Continuous increments in world population demands transportation with essential vehicle facilities and directly effect on road traffic volume or congestion, mostly in metropolitan cities, and thus it needs significant investigation, analysis, and maintenance. In these regards, an Intelligent Traffic Management System (ITMS) with a Deep-Neuro-Fuzzy model was proposed and implemented. Dijkstra algorithm is used to select optimum path from source to destination on the basis of calculated road segment weights from Deep-Neuro-Fuzzy framework. However, Deep-Neuro-Fuzzy framework needs some comprehensive analysis, other means some simulation or emulation, and etc, to proof the efficiency and workability of the model. In this paper, we are going to explore the Deep-Neuro-Fuzzy model in pragmatic style with an open-source traffic simulation model (SUMO) and helps to explore traffic-related issues including route choice, simulate traffic light or vehicular communication, etc in our ITMS. In addition, a new GUI is developed to control the simulation input attributes and presents the feedbacks into the traffic flow in SUMO environment. Results highlight that the proposed SUMO model can realistically simulate ITMS based on the road segment weights from Deep-Neuro-Fuzzy model. Different built-in routing algorithms are also used to proof the workability of this model.

Implicaciones de los estilos de aprendizaje en el uso de didácticas en la práctica docente

Objetivo: analizar los estilos de aprendizaje de los estudiantes de enfermería y discutir sus implicaciones en el uso de didácticas en la práctica docente.Metodología: a través de un muestreo consecutivo se reclutaron estudiantes de primero, segundo, tercero y cuarto año de enfermería. Se aplicó el Cuestionario Honey-Alonso de Estilos de Aprendizaje y un cuestionario demográfico. Se efectuó análisis descriptivo y test de normalidad en todas las variables. Se emplearon las pruebas Mann-Whitney y Kruskal-Wallis para el análisis entre los estilos de aprendizaje y las variables demográficas. Se examinaron correlaciones interestilo mediante el coeficiente de Pearson. Finalmente, se discutió la influencia de los estilos de aprendizaje en el uso de didácticas en la práctica docente. El error tipo I fue fijado en &lt; 0,05 % en todos los test. Resultados: participaron 169 estudiantes con edad media de 24,5 años y predominancia de sexo femenino (81,7 %). El estilo de aprendizaje predominante fue reflexivo (53,8 %). Se identificó que la edad influye en la preferencia de los estilos de aprendizaje (p = 0,03) y que los estilos activo y pragmático; reflexivo, teórico y mixto se correlacionan positivamente (p &lt; 0,05).Conclusiones: el estilo de aprendizaje reflexivo fue el más utilizado, sin embargo, existen múltiples preferencias de estilos de aprendizaje entre los estudiantes de enfermería. El docentetiene el desafío de hacer uso de diversas estrategias didácticas para facilitar el aprendizaje individual y grupal.

Modeling Ant Colony Optimization for Multi-Agent based Intelligent Transportation System

This paper focuses on Sumo Urban Mobility Simulation (SUMO) and real-time Traffic Management System (TMS) simulation for evaluation, management, and design of Intelligent Transportation Systems (ITS). Such simulations are expected to offer the prediction and on-the-fly feedback for better decision-making. In these regards, a new Intelligent Traffic Management System (ITMS) was proposed and implemented - where a path from source to destination was selected by Dijkstra algorithm, and the road segment weights were calculated using real-time analyses (Deep-Neuro-Fuzzy framework) of data collected from infrastructure systems, mobile, distributed technologies, and socially-build systems. We aim to simulate the ITMS in pragmatic style with micro traffic, open-source traffic simulation model (SUMO), and discuss the challenges related to modeling and simulation for ITMS. Also, we expose a new model- Ant Colony Optimization (ACO) in SUMO tool to support a multi-agent-based collaborative decision-making environment for ITMS. Beside we evaluate ACO model performance with exiting built-in optimum route-finding SUMO models (Contraction Hierarchies Wrapper) -CHWrapper, A-star (A*), and Dijkstra) for optimum route choice. The results highlight that ACO performs better than other algorithms.

Estilos de enseñanza y aprendizaje de maestros y estudiantes en relación con el desempeño en Ciencias Sociales

En este artículo se presentan los resultados de una investigación realizada desde el año 2017, que surge ante la preocupación de los maestros por los retos y desafíos de la práctica pedagógica en el área de Ciencias Sociales. La búsqueda de respuestas pedagógicas y didácticas, permitieron determinar las correlaciones que existen entre los estilos de enseñanza y aprendizaje de los maestros y los estilos de aprendizaje y desempeño académico en el área de Ciencias Sociales de estudiantes de básica secundaria y media académica de una institución educativa pública de la ciudad de Sincelejo, mediante la utilización de los cuestionarios CEE, CHAEA y CHAEA Junior. Los resultados dan cuenta de que los maestros del área de Ciencias Sociales, no tienen estilos de aprendizaje puros, también orientan el área con características muy variadas haciendo uso de los distintos estilos de enseñanza y no necesariamente enseñan como ellos aprenden. Por su parte, los estudiantes educación básica no presentan estilos puros, predominan el estilo Teórico – Reflexivo Pragmático. En la media académica, los estudiantes aprenden con los cuatro estilos propuestos por Alonso, Gallego y Honey (1994). Entre estilos de enseñanza y estilos de aprendizaje de los maestros, se encontró una correlación alta significativa entre el estilo de enseñanza abierto y el estilo de aprendizaje reflexivo y los estilos de enseñanza de los maestros de Ciencias Sociales no se emparejan adecuadamente con los estilos de aprendizaje de los estudiantes. De igual forma, el estilo de aprendizaje del estudiante está relacionado directamente con su desempeño académico.

Learning Styles of Students of Biology and Biomedical at Universities in Colombia (University of La Guajira) and Peru (Lord of Sipan)

Objective: This research was to identify the learning styles (EA) used by students in the program of Biology at the University of La Guajira (Colombia) and of the biomedical area of the University of the Lord of Sipan (Peru), in order to establish a direct relationship between these styles. Methods/Statistical Analysis: Subjects were surveyed 36 first half of the program of Biology at the University of La Guajira, and 36 in the second half of the biomedical area of the University of the Lord of Sipan. For the collection of the information was used the questionnaire learning styles Honey-Alonso (CHAEA). Findings: Subsequently, a descriptive analysis was performed and standard deviation of the data. The students of the University of La Guajira (Colombia), showed mainly a pragmatic style, in contrast to the students of the University of the Lord of Sipan (Peru), which showed mainly a reflective style. Application/Improvements: However, in both groups of students is considered to be a trend toward a mixed learning style. It is recommended to teachers to encourage students to strengthen the learning processes using various tools. Keywords: Active Learning, Learning Pragmatic, Learning Styles, Reflective Learning, Theoretical Learning

Pragmatically synthesizing existing conspiracy styles: blending paranoia and politics in Richard Nixon’s early-career anticommunist rhetoric

In the field’s long conversation on conspiracy rhetoric, the most robust topic has been the theorization of the paranoid and political styles. Thus far, these styles and their evaluative criteria have been theorized as wholly separate. However, certain discourses and rhetors blend the styles. To understand this blending, I introduce the concept of pragmatism to argue that the existing styles can be synthesized. Through my analysis of three of Richard Nixon’s anticommunist conspiracy texts, I demonstrate that his rhetoric is a pragmatic synthesis of paranoia and politics. I conclude the paper by suggesting further avenues for research on conspiracy within the field, including the possibility that there may be a “pragmatic style.”

Estilos de aprendizaje y su relación con repitencia y retraso académico en Ingeniería Biomédica, Electrónica e Industrial

Esta investigación tuvo como objetivo establecer la relación de los estilos de aprendizaje con la repitencia y retraso académico de los estudiantes de los programas de Ingeniería Biomédica, Electrónica e Industrial. Se aplicó el cuestionario CHAEA a una muestra de 69 estudiantes matriculados en el periodo 2016-1, con el fi n de identificar los estilos de aprendizaje predominantes. Para establecer los niveles de repitencia y retraso académico se consultaron los datos de reporte académicos disponibles en la institución. Para obtener los resultados de la relación entre estilos de aprendizaje con retraso y repitencia académica se utilizó la correlación de Pearson. Los resultados obtenidos mostraron que en cuanto a estilos de aprendizaje siguieron este orden: preferencia alta para el estilo teórico y preferencia moderada tanto en los estilos activo, refl exivo y pragmático. Además, se encontró una relación estadísticamente signifi cativa entre retraso y repitencia académica.

Clinical Reasoning Styles Used by Occupational Therapists Delivering an eHealth Intervention

Abstract Date Presented 3/31/2017 Think-aloud methods were used to explore the clinical reasoning of occupational therapists interacting with clients through videoconferencing. Pragmatic, procedural, interactive, and conditional reasoning styles were all used. Think-aloud methods may help train therapists practicing using eHealth. Primary Author and Speaker: Emily Nalder Contributing Authors: Carolina Bottari, Elizabeth Skidmore, Deirdre Dawson