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A.L. Dumitrescu1, C.B. Dogaru2, C. Duta2, C. Badita2, C. Toma2, E.E. Iorgulescu3

1University "Lucian Blaga" Sibiu (ROMANIA)
2University of Medicine and Pharmacy "Carol Davila", Bucharest (ROMANIA)
3University of Bucharest (ROMANIA)
The purpose of this study was to compare the learning styles of first year Romanian undergraduate students from three faculties: chemistry, medicine and dental technicians. Methodology: The 18-item Approaches to Studying Inventory (ASI) was administered to 152 first year students from University of Bucharest and from University of Medicine and Pharmacy “Carol Davila”, Bucharest, Romania. Means and standard deviations were calculated for three ASI orientations to studying: “Strategic approach”, “Surface approach”, and “Deep approach”, and their subscales.

Significant differences were found between the students of the three investigated faculties related to Surface Approach (P<0.05), Deep Approach (P = 0.001) scales as well as on Use of Evidence (P = 0.007) and Seeking Meaning subscales (P = 0.003). First year chemistry students scored statistically significantly higher than first year medical students on Surface Approach (20.30 vs. 18.20, P<0.05) and Improvidence subscale (6.88 vs. 6.31, P<0.05) and lower on Deep Approach (22.38 vs. 24.60, P = 0.001), Comprehension learning (7.73 vs. 8.22, P<0.05), Use of Evidence (3.33 vs. 3.83, P<0.05) and on Seeking Meaning subscale (11.34 vs. 12.54, P<0.0001). First year dental technicians students scored statistically significantly lower than first year medical students on Deep Approach scale (22.88 vs. 24.60, P = 0.007), Organised Studying (7.58 vs. 8.22, P<0.05), Use of Evidence subscale (3.26 vs. 3.83, P = 0.003) and Seeking Meaning subscale (11.77 vs. 12.54, P<0.0001). Female students scored higher as males on Surface Approach (20.46 vs. 17.92, P<0.0001), Achieving Subscale (7.34 vs. 6.81, P<0.05), Fear of Failure subscale (Surface approach)(7.18 vs. 5.96, P<0.0001), Improvidence Subscale (6.87 vs. 5.87, P<0.0001). No statistical significant correlation was found between age and any of the ASI scales or subscales (P>0.05).

Analysis of learning styles of undergraduate students can give further details in developing curricula in aim to create effective learning environments.