Characterization of learning styles in third year students of Medicine

Abstract

Background: knowledge of students' learning styles makes a positive impact on their academic performance.
Objective: to characterize the learning styles in third year students of the Medicine career of the University of Medical Sciences of Holguín.
Methods: a descriptive investigation with quantitative approach was carried out. Theoretical methods were used: analysis-synthesis and historical-logical, empirical: Honey Alonso questionnaire to determine learning styles, and mathematical-statistical: the score for the four styles, the mean and their standard deviation was calculated, and formed the neural networks from the answers.
Results: the students' learning styles manifested with very similar average values, except for the reflexive one that was characterized by high percentages of response in items that refer to prudence. The centrality of the data is present in the four styles, with greater impact on the reflexive with only two peripheral items and three cores whose approaches are closely related.
Conclusions: the reflexive style prevailed in the sample studied, with a tendency to change according to the intellectual maturity that the students achieve during the course of the career.