Preliminary analysis of demographics and learning attributes of graduate entry medical students

Fanning, D. M. and Chadwick, G. (2010) Preliminary analysis of demographics and learning attributes of graduate entry medical students. Irish Journal of Medical Science, 179 (1). pp. 95-98. ISSN 00211265 (ISSN)

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Introduction: Students entering university are empowered to move towards self-directed professional learning and beyond didactic tuition. Graduate entry medical (GEM) students have prior experience of this transition from pedagogical to androgogical learning. We aimed to assess the demographics and learning attributes of GEM students. Methods: Ethical exemption was awarded. The short version of the approaches and study skills inventory for students and the learning style questionnaire were distributed to GEM students during semester 1, 2008. Results: Response rate was 84% (n = 32). Fifty percent of responders had graduated in 2008 (22%) or 2007 (28%). Seventy-five percent had a background in basic science (56%) or an allied health profession (19%). The predominant learning approach is a combination of deep and strategic. The predominant learning style is reflective. Conclusions: Our preliminary analysis reveals GEM students to exhibit a mature approach to learning and the requisite learning style to achieve academic and clinical success. © 2009 Royal Academy of Medicine in Ireland.

Item Type: Article
Additional Information: Cited By :3; Export Date: 23 February 2015; CODEN: IJMSA; Correspondence Address: Fanning, D. M.; Conway Institute, University College Dublin, Belfield, Dublin 4, Ireland; email:; References: Newble, D.I., Gordon, M.I., The learning style of medical students (1985) Med Educ, 19 (1), pp. 3-8. , 10.1111/j.1365-2923.1985.tb01132.x 1:STN:280:DyaL2M7htVGqsQ%3D%3D 3969021; Mansouri, P., Soltani, F., Rahemi, S., Nasab, M.M., Ayatollahi, A.R., Nekooeian, A.A., Nursing and midwifery students' approaches to study and learning (2006) J Adv Nurs, 54 (3), pp. 351-358. , 10.1111/j.1365-2648.2006.03814.x 16629919; Marton, F., Saljo, R., On qualitative differences in learning. I. Outcome and process (1976) Br J Educ Psychol, 46, pp. 4-11; Davidman, L., Learning style: The myth, the panacea, the wisdom (1981) Phi Delta Kappa, 62, pp. 641-645; Coles, C.R., Undergraduate medical curricula and the learning they generate (1955) Med Educ, 19, p. 85; Newble, D.I., Entwistle, N.J., Learning styles and approaches: Implications for medical education (1986) Med Educ, 20 (3), pp. 162-175. , 10.1111/j.1365-2923.1986.tb01163.x 1:STN:280:DyaL283ls1Krsw%3D%3D 3724571; Entwistle, N.J., Influences on the quality of student learning-implications for medical education (1992) S Afr Med J, 81 (12), pp. 596-606. , 1:STN:280:DyaK38zitVCitA%3D%3D 1621169;, N.J., McCune, V., Tait, H., Approaches and study skills inventory for students (ASIST) (2006) Report of the Development and Use of the Inventory, , (updated February 2006); Honey, P., Mumford, A., (1992) The Manual of Learning Styles, , Honey P (eds) Maidenhead, Berkshire
Uncontrolled Keywords: Learning approach; Learning style; Medical student; academic achievement; adult; article; controlled study; decision making; female; human; male; medical education; motivation; paramedical profession; Data Collection; Demography; Education, Medical, Graduate; Educational Measurement; Educational Status; Humans; Ireland; Learning; Questionnaires; Statistics as Topic; Students, Medical; Time Factors; Young Adult
Depositing User: Colin Lowry
Last Modified: 27 Nov 2015 02:39

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