The Relationship between Learning Styles with Evidence-Based Function in Clinical Assistants of Kermanshah University of Medical Sciences Hospitals

The current study was conducted to determine the relationship between learning style and EBP. In a cross sectional- correlational study, 65 individuals of clinical assistance were recruited to the study as stratified random and proportional assignment. The tools were learning style of Vark scale and evaluation of knowledge and attitude towards evidence-based performance. Data were collected by referring of the researcher to the hospitals and offering the questioners to subjects and completing by them, thereafter data were analyzed by SPSS software. The dominant learning style was one-mode (75%) of auditory style with frequency percent of (49.2%). The attitudes (67.7%) of the clinical assistance regarding EBP were positive and 43.1% of them had an appropriate level of EBP. The chi square test showed a significant relationship between awareness and EBP (P=0.01), as well as between attitude and EBP (P<0.001). There was no relationship among EBP and learning style (P=0.639). With increasing the awareness level, and positive attitude, EBP level was raised in clinical assistances, so, it is essential to provide some systematic and disciplined educational programs about EBP.