The relationship between learning style and critical thinking based on learning modes

Abstract

Abstract Objective: This study is dedicated to uncovering the relationship between critical thinking (CT) and learning styles and the level of each learning mode, as a way of proposing a predictive model of CT that relies on the learning mode. Methods: In this study, 187 students from Xiangya School of Medicine, Central South University were surveyed between 24 February and 7 March 2022. The questionnaire consisted of three parts: demographic characteristics, the Chinese version of the California Critical Thinking Skills Questionnaire (CTDI-CV) and the Kolb Learning Style Inventory (LSI). Results: The CTDI-CV total score was positive (293.02±25.66), with the highest scores for inquisitiveness (45.09±6.19) and analyticity (43.70±5.20) and the lowest for self-confidence (39.21±6.22) and systematicity (39.41±5.26) in the seven subscales. On learning styles, there are most Assimilaters (52.9%; 293.89±25.11) and least Convergers (5.9%; 301.66±20.99), with having better CT than Divergers (20.9%; 286.08±27.58) and Accommodaters (20.3%; 279.91±26.26). The differences in CT-related indicators across learning modes were statistically significant (P<0.05), with CE and RO negatively affecting CT(r<0) and AC positively(r>0). Linear regression models for CT scores based on learning modes were constructed. Conclusion: As a result of our findings, CT and learning modes, the basis of learning styles, were quantified and their relationship was described. These results inform medical education reform, particularly with respect to teaching and assessment systems around improving CT.