Abstract:

Objective: The purposes of this study were to compare the learning meaning definitions and preferences for different types of course and teaching between first year medical and dental students, as well as sixth year medical students.
Methodology: Two subscales from the ASSIST questionnaire were selected to examine “Titu Maiorescu” University students’ beliefs and preferences. The first subscale was Part A “What is learning?” and the second subscale was Part C “Preferences for different types of course and teaching”.
Results: First year medical students scored statistically significantly lower than first year dental students and on meaning of “learning” as “developing as a person.” (40.73 vs. 51.67, P<0.05) and that sixth year medical students on the overall definition of “learning” (38.34 vs. 50.67, P<0.05). Female students scored statistically significantly higher than males when considering the learning as “understanding new material for yourself” (57.40 vs. 47.78, P<0.05). Regarding the preferences for different types of course and teaching scale, first year medical students scored statistically significantly lower than first year dental students and than sixth year medical students on the preference for “lecturers who tell us exactly what to put down in our notes”: (39.52 vs. 54.50, P=0.005, respectively 39.52 vs. 49.75, P<0.05). Female students scored statistically significantly higher on the preference for “lecturers who tell us exactly what to put down in our notes” than males: (59.13 vs. 47.50, P<0.05). No differences were observed in relation to the participants’ age.
Conclusion: Teachers need to be aware and understand on the students’ preferences for different types of course and teaching and to assist them while further developing knowledge, skills and attitudes.