ArticlePakistan journal of medical sciences
Perceived effectiveness of learning methods among preclinical medical students - role of personality and changes over time.
Article in Pakistan journal of medical sciences. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Endless justification: A scoping review of team-based learning research in medical education.Medical education · 2026Article
- Assessing the impact of clerkships on the growth of clinical knowledge.Annals of medicine · 2025Article
- Application of PBL-CBL and Mini-CEX methods in the standardized training of residents in nephrology department: A prospective study.Pakistan journal of medical sciences · 2024Article
- Equivalent Performance of Exam Items Associated with Case-Based Learning, Flipped Classroom, and Lecture in a Pre-clerkship Medical Curriculum.Medical science educator · 2023Article
- Medical students' perception and academic performance after team-based and seminar-based learning in human anatomy.Journal of Taibah University Medical Sciences · 2023Article
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6 authors.
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Abstract
BACKGROUND AND
objectivesActive learning methods are vital in inculcating skills of critical thinking, lifelong learning and effective communication. Personality may influence learning method preferences and academic performance. The aim of this cross sectional study was to examine the relationship between students' personality and their predilection for learning methods and academic performance.
methodsPerceived effectiveness of learning methods was assessed over time. Second- and third-year medical students (n=112) completed a questionnaire consisting of Big Five Inventory to measure the personality dimensions, and evaluated lecture, problem-based learning (PBL) and team-based learning (TBL) for their helpfulness in learning. Grade point average (GPA), PBL and TBL grades were obtained. Correlation coefficients were calculated between personality traits and learning method effectiveness scores, and grades. Learning methods effectiveness was compared between second- and third-year students.
resultsPositive correlations were identified between conscientiousness and lecture (r = 0.30), agreeableness and lecture (r = 0.20), and agreeableness and TBL (r = 0.23). Likewise, positive correlations were seen between extraversion and PBL grade (r=0.20), and conscientiousness and GPA (r = 0.23). In third year, significant decline in perceived effectiveness of lecture was seen (81% vs 57%; p = 0.006), while increased perceived effectiveness for PBL (38% vs. 50%) was not statistically significant (p = 0.22).
conclusionsThe findings provide an evidence for modest correlations between personality and perceived effectiveness of learning methods. Remarkably, perceived effectiveness decreased for the lecture and increased for the PBL over time. The findings may help educators in better implementing active learning modalities. Besides, an earlier introduction may help students becoming acquainted with and getting the most out of PBL.
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