Development of Project-based learning method tasks and its effects on Learning Style of the Undergraduate Students of Operating Room

Due to the different learning styles in learners, it is better for teachers to determine the learning styles of learners and to adopt appropriate teaching methods based on the characteristics of each style. In this study, project-oriented assignments were designed as a suitable approach with an absorbing and converging learning style in teaching emergency medicine lessons to the operating room students and its impact on learning style was determined. In a study with the control group, the project-oriented assignment design steps were extracted based on the project-oriented learning criteria derived from the literature review. Then, project-oriented assignments were presented in the classroom to the 34 undergraduate operating room students (10 subjects in the intervention group and 24 subjects in the control group) participating in the study. The Kolb's Learning Style Questionnaire was used before and after the completion of the course to measure the students' learning styles. There was no significant difference in terms of learning style change between the group presenting the project and the group attending the class and participating in the discussion (P > 0.05). Moreover, despite the fact that the mean scores of learning styles in both groups (project presenter and discussion participator) increased in all the modes, the difference between before and after training were insignificant in both groups (P > 0.05). Project-oriented assignment design can be implemented for the operating room students as a teaching method compatible with the absorbing and converging learning style. Learning style is a habitual behavior and it seems that a change in the type of learning style in the short term cannot be achieved. Further studies with greater sample size, less limitations and frequent measurements are recommended.