Background and Objectives. The career decision-making self-efficacy (CDSE) in medical, pharmacy, and dental students is more important than other disciplines due to professional sensitivity, direct involvement in decision-making for the treatment process, and the significant clinical involvement. It is also expected that learning styles can have a significant impact on the academic success, and the CDSE also affects the quality of clinical care. Therefore, the aim of this study was to examine the relationship between the learning styles and the career decision-making self-efficacy among medicine and dentistry students. Materials and Methods. This cross-sectional study was conducted on 235 medical interns and fifth- and sixth-year dental students of Ardabil University of Medical Sciences, Iran. The data were collected using Kolb Learning Style Inventory and Betz and Luzzo career decision-making self-efficacy questionnaire. Statistical tests such as Kolmogorov–Smirnov, Spearman correlation coefficient, Chi-square, one-way ANOVA were used to analyze the data. Results. The mean age of participants was 25.9 ± 1.30; a majority of them were dental students (134 persons, 59.3%), and 92 were medical students (40.7%). The predominant learning styles in dental and medical students were assimilating (40.3%) and converging (47.8%), respectively. There was no significant relationship between students’ learning styles and career decision-making self-efficacy and none of its subscales (). The Chi-square test results showed that a significant difference was observed between the field of study and learning styles of the participants (). Conclusion. This study showed that there was no significant relationship between learning style and career decision-making self-efficacy of the participants.

中文翻译：

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阿尔达比尔医科大学医学和牙科专业学生学习风格与职业决策自我效能之间的关系

背景和目的。由于专业敏感性，直接参与治疗过程的决策制定以及大量的临床参与，医学，药学和牙科专业学生的职业决策自我效能（CDSE）比其他学科更为重要。还可以预期，学习方式会对学术成就产生重大影响，而CDSE也会影响临床护理的质量。因此，本研究的目的是研究医学和牙科专业学生的学习风格与职业决策自我效能之间的关系。材料和方法。这项横断面研究是针对伊朗Ardabil医学大学的235名医学实习生以及5年级和6年级的牙科学生进行的。使用Kolb学习风格量表以及Betz和Luzzo职业决策自我效能调查表收集数据。使用统计检验（例如Kolmogorov-Smirnov，Spearman相关系数，卡方，单向方差分析）分析数据。结果。参与者的平均年龄为25.9±1.30；其中以牙医学专业学生为主（134人，占59.3％），以医学专业学生92名（占40.7％）。牙科和医学专业学生的主要学习方式分别为同化（40.3％）和融合（47.8％）。学生的学习风格与职业决策自我效能之间没有显着关系，并且其分量表也没有（）。卡方检验结果显示，研究领域和参与者的学习方式之间存在显着差异（）。 结论。这项研究表明，学习风格与参与者的职业决策自我效能之间没有显着关系。