ArticleBMC medical education2019
The relation of dental students' learning styles to their satisfaction with traditional and inverted classroom models.
Article in BMC medical education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
12 citing papers in PubMed, 50 citations in OpenAlex.
- Comparative study of 360° virtual reality and traditional two-dimensional video in nonface-to-face dental radiology classes: focusing on learning satisfaction and self-efficacy.BMC medical education · 2023Trial
- Learning Styles in undergraduate dentistry students: A systematic review.The Japanese dental science review · 2025Review
- The influence of learning styles on the efficacy of flipped classroom in dental education.BMC medical education · 2025Article
- Enhancing the effectiveness of flipped classroom in health science education: a state-of-the-art review.BMC medical education · 2022Review
- Nomograms for Predicting Medical Students' Perceptions of the Learning Environment: Multicenter Evidence From Medical Schools in China.Frontiers in public health · 2022Article
- The effect of learning style and general self-efficacy on satisfaction of e-Learning in dental students.BMC medical education · 2021Article
- E- Learning experience of the medical profession's college students during COVID-19 pandemic in Saudi Arabia.BMC medical education · 2021Article
- TESOT: a teaching modality targeting the learning obstacles in global medical education.Advances in physiology education · 2021Article
- Evaluating Usability in Blended Learning Programs Within Health Professions Education: a Scoping Review.Medical science educator · 2021Article
- Analyzing the relationship between learning styles (Kolb and VARK) and creativity with the academic achievement of dental students.Journal of education and health promotion · 2021Article
- Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia.BMC medical education · 2020Article
- Comparison of Teaching Methods in a Culinary Medicine Elective for Medical Students: In-Person Lectures Versus Inverted Classroom Model.Journal of medical education and curricular developmentArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe authors' medical school has adopted an inverted classroom model (ICM) for physiology classes. This study aimed to determine students' learning styles and investigate the relationship between learning style and satisfaction with different instruction approaches and components of the ICM.
methodsOne hundred and twenty-one second-year dental students participated in this study, which had a 77.6% participation rate. The Kolb Learning Style Inventory, a sociodemographic questionnaire, and a satisfaction survey were administered after course completion.
resultsIn both the traditional and ICM classes, most of the participants were convergers (56.9 and 54%) and assimilators (20.7 and 25.4%), and the rest of the participants were accommodators (15.5 and 12.7%) and divergers (6.9 and 8%). Learning style did not influence participants' satisfaction and did not predict their satisfaction with the traditional and ICM approaches. The satisfaction scores for the four components of the ICM were not significantly different by learning style. The mean satisfaction scores of the ICM approach were higher than those of the traditional approach in all learning style groups. All of the participants in the ICM class were more satisfied with the online and teacher-student interaction components than the student group discussion and presentation components.
conclusionsLearning style may not be a potential contributing factor for optimizing the implementation of the ICM. Instead of focusing on learning styles, further research must investigate how to design more efficient online courses, determine appropriate levels of learning materials, provide more online instructional interaction, and help students overcome their feelings of fear.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.