title: Effects of problem-based learning by learning style in medical education.
abstract: OBJECTIVE
  Although problem-based learning (PBL) has been popularized in many colleges, few studies have analyzed the relationship between individual differences and PBL. The purpose of this study was to analyze the relationship between learning style and the perception on the effects of PBL.
  
  
  METHODS
  Grasha-Riechmann Student Learning Style Scales was used to assess the learning styles of 38 students at Ajou University School of Medicine who were enrolled in a respiratory system course in 2011. The data were analyzed by regression analysis and Spearman correlation analysis.
  
  
  RESULTS
  By regression analysis, dependent beta=0.478) and avoidant styles (beta=-0.815) influenced the learner's satisfaction with PBL. By Spearman correlation analysis, there was significant link between independent, dependent, and avoidant styles and the perception of the effect of PBL.
  
  
  CONCLUSIONS
  There are few significant relationships between learning style and the perception of the effects of PBL. We must determine how to teach students with different learning styles and the factors that influence PBL.
authors: Department of Medical Humanities & Social Medicine, Ajou University School of Medicine, Suwon, Korea.
authors: Su-Jin
authors: SJ
authors: Chae
keywords: Learning style; Problem-based learning