by Phil Roeder ãåã©ãã«ã¯ããããã«é©ããå¦ç¿ã¹ã¿ã¤ã«ããããã¨ãã説ã¯ä¸çä¸ã«åºã¾ã£ã¦ãããæè²è
ã®ä¸ã«ã¯ãVARK(ç»åçã»è´è¦çã»èªåçã»éåç)ãã¢ã³ã±ã¼ããè¡ã£ã¦çå¾ã®å¦ç¿ã¹ã¿ã¤ã«ãåé¡ãã人ããã¾ãããè¿å¹´ã§ã¯ãå¦ç¿ã¹ã¿ã¤ã«ã¨ããèããè£ä»ããæç¢ºãªè¨¼æ ã¯ãªãããã¨ã夿ãã¦ãã¾ãããããªä¸ãæè²ç³»ã®ç§å¦ã¸ã£ã¼ãã«Anatomical Sciences Educationã«ãå¦ç¿ã¹ã¿ã¤ã«ã®å¹æãå¦å®ããç ç©¶çµæãæ²è¼ããã¾ããã Another nail in the coffin for learning styles? Disparities among undergraduate anatomy studentsâ study strategies, class performance, and reported VARK learning styles
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