title: Does individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting?
abstract: BACKGROUND
  The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting.
  
  
  METHODS
  The programme, with three types of modules (learning content, self-assessment questions and interactive ECG interpretation training), was offered on a voluntary basis during a face to face ECG learning course for undergraduate medical students. The Index of Learning Styles (ILS) and a general questionnaire including questions about computer and Internet usage, preferred future speciality and prior experience of E-learning were used to explore different factors related to the choice of using the programme or not.
  
  
  RESULTS
  93 (76%) out of 123 students answered the ILS instrument and 91 the general questionnaire. 55 students (59%) were defined as users of the web-based ECG-interpretation programme. Cronbach's alpha was analysed with coefficients above 0.7 in all of the four dimensions of ILS. There were no significant differences with regard to learning styles, as assessed by ILS, between the user and non-user groups; Active/Reflective; Visual/Verbal; Sensing/Intuitive; and Sequential/Global (p = 0.56-0.96). Neither did gender, prior experience of E-learning or preference for future speciality differ between groups.
  
  
  CONCLUSIONS
  Among medical students, neither learning styles according to ILS, nor a number of other characteristics seem to influence the choice to use a web-based ECG programme. This finding was consistent also when the usage of the different modules in the programme were considered. Thus, the findings suggest that web-based learning may attract a broad variety of medical students.
authors.affiliation: Department of Medicine, Karolinska University Hospital Solna, Karolinska Institutet, 171 76, Stockholm, Sweden. Mikael.Nilsson@karolinska.se
authors.forename: Mikael
authors.initials: M
authors.lastname: Nilsson
authors.forename: Jan
authors.initials: J
authors.lastname: Östergren
authors.forename: Uno
authors.initials: U
authors.lastname: Fors
authors.forename: Anette
authors.initials: A
authors.lastname: Rickenlund
authors.forename: Lennart
authors.initials: L
authors.lastname: Jorfeldt
authors.forename: Kenneth
authors.initials: K
authors.lastname: Caidahl
authors.forename: Gunilla
authors.initials: G
authors.lastname: Bolinder
mesh_terms: D000328:Adult; D002309:Cardiology / Q000193:education*; D002755:Choice Behavior; D003194:Computer-Assisted Instruction / Q000379:methods; D003430:Cross-Sectional Studies; D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000458:organization & administration*; D004521:Educational Measurement; D004562:Electrocardiography; D005260:Female; D006801:Humans; D020407:Internet / Q000706:statistics & numerical data*; D008297:Male; D015397:Program Evaluation; D018709:Statistics, Nonparametric; D013337:Students, Medical / Q000706:statistics & numerical data; D011795:Surveys and Questionnaires; D013548:Sweden; D055815:Young Adult