Abstract Ref Number = APCP222
LEARNING STYLE PREFERENCES AND ACADEMIC PERFORMANCE BETWEEN MEDICAL STUDENTS WITH AND WITHOUT AN INDICATION OF DEVELOPMENTAL DYSLEXIA
Wiyarni Pambudi,Rita Agustin,Pute Ayu Misilawaty,Anak Agung Ayu Gotri,Theresia Fitriana Dwi K,Kristiantini Dewi
Faculty of Medicine Tarumanagara University Dyslexia Association of Indonesia
Background : Educational researcher postulated that the way medical students accumulating knowledge is different from the general population. This is why it is important to considerate how the developmental dyslexic students learn in order to facilitate them in medical faculty.
Material : This was a cross-sectional study comparing learning style preferences and their correlation with academic performance in undergraduated medical students of Tarumanagara University with and without an indication of developmental dyslexia – using the screening risk questionaire.
Results : A number of 789 medical students were questioned to determine their learning stlye, scoring indication of dyslexia, and academic record. A hundred and twenty five (15.8 %) were making a high score for indication of developmental dyslexia, among them 33 (13.8%) were male and 92 (16.8%) female (p = 1.169). We determined that 5.7% of the students prefer to learn using visual learning style, 4.3% auditory, 2.9% kinesthetic, 32.7% using two learning styles, while 54.5% prefer three learning styles. The preference of learning style did not differ between student with and without indication of dyslexia (p=0.311, PR=1.05). We found that students with an indication of developmental dyslexia were having statistically significant problems to achieve the best academic performance: 54.9% failed to pass exams on schedule (p=0.000, PR 1.51), 40.5% with GPA <3.00 (p=0.001, PR 1.26), 65.4% could not finish their final thesis on time (p=0.026, PR 2.87). Almost all of them (96.4%) also commited having difficulty in understanding scientific paper (p=0.060, PR 1.21). Propitiously dyslexic students with preference of multisensoric learning style were found to be at an advantage to reach a higher mean score of GPA (p=0.047, PR 1.11).
Conclusions : Overall, the evidence suggests that medical students with an indication of developmental dyslexia are harder to adapt with academic learning. Faculty need to develop appropriate learning approaches and explore opportunities to educational experience.
Keywords: developmental dyslexia learning style medical student academic performance