Analysis of Learning Style

Baker, J. D.; Wallace, C. T.; bryans, wayne; Klapthor, L B

doi:10.1097/00007611-198512000-00021

Cited by 17 publications

(14 citation statements)

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“…Many models and measures of learning styles have been described in the literature[8], including Kolb's Learning Inventory[13] and Gardner's Multiple Intelligence Theory[9,14]. Kolb's Learning Style Inventory, has been applied to evaluating trainees and practitioners in the fields of Internal Medicine[12], Pediatrics[15], General Surgery[10,11] and Anesthesia[16] over a span of several decades. The Kolb model has been criticized for not applying to all situations, for paying insufficient attention to the process of reflection, taking little account of cultural-based learning differences, and the relationship of learning processes to knowledge[17].…”

Section: Introductionmentioning

confidence: 99%

Learning styles of medical students, general surgery residents, and general surgeons: implications for surgical education

2010

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Background: Surgical education is evolving under the dual pressures of an enlarging body of knowledge required during residency and mounting work-hour restrictions. Changes in surgical residency training need to be based on available educational models and research to ensure successful training of surgeons. Experiential learning theory, developed by David Kolb, demonstrates the importance of individual learning styles in improving learning. This study helps elucidate the way in which medical students, surgical residents, and surgical faculty learn. Methods:The Kolb Learning Style Inventory, which divides individual learning styles into Accommodating, Diverging, Converging, and Assimilating categories, was administered to the second year undergraduate medical students, general surgery resident body, and general surgery faculty at the University of Alberta.Results: A total of 241 faculty, residents, and students were surveyed with an overall response rate of 73%. The predominant learning style of the medical students was assimilating and this was statistically significant (p < 0.03) from the converging learning style found in the residents and faculty. The predominant learning styles of the residents and faculty were convergent and accommodative, with no statistically significant differences between the residents and the faculty. Conclusions:We conclude that medical students have a significantly different learning style from general surgical trainees and general surgeons. This has important implications in the education of general surgery residents.

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Section: Introductionmentioning

confidence: 99%

Learning styles of medical students, general surgery residents, and general surgeons: implications for surgical education

2010

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“…Baker et al described Kolb's Learning Style Inventory as it applied in medical education. 10 Pharmacy students learn and process skills as they become more aware of the necessity of such skills in reaching their full potential within the profession. After students saw patients, read the medical record, and wrote a brief summary, they presented patient cases in small groups.…”

Section: Discussionmentioning

confidence: 99%

Integration of First- and Second-Year Introductory Pharmacy Practice Experiences

Crill¹,

Matlock²,

Pinner³

et al. 2009

Am J Pharm Educ

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Objectives. To describe the integration of a first-and second-year introductory pharmacy practice experience (IPPE) involving direct patient contact in hospitals and clinics as a means of more efficiently using academic and preceptor resources. Design. Two IPPE courses were integrated in fall 2004 to accomodate increasing enrollment in classes and limited clinical practice sites and preceptors, as well as to meet the increased need for students and clinicians to practice principles of self-education. P1 and P2 students interviewed patients and presented patient cases; preceptor expectations were structured by instructional objectives. Student and preceptor course evaluations were assessed from survey data. Assessment. During the assessment period, all students passed the courses. Following integration of the IPPEs, both courses received positive evaluations from students and preceptors. Initial advanced pharmacy practice experience (APPE) grades for students completing the courses further suggests that the integrated IPPEs were beneficial to students. Conclusion. The successful integration of first-and second-year IPPE courses resulted in more efficient use of academic and preceptor resources and created a model for other colleges of pharmacy to consider.

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“…30 Curry showed how these may be related, with cognitive style more deeply embedded than learning style. 31 Baker et al, 32 Allinson et al 33 and Robinson 34 linked a propensity to take risks with the activist/accommodatorconverger styles. Reflector/assimilator-divergers have some preference for lectures and non-group activities; they deliberately exclude themselves from risk.…”

Section: Does Self-direction Depend On Learning Style?mentioning

confidence: 99%

Personal development plans and self-directed learning for healthcare professionals: are they evidence based?

Jennings

2007

Postgraduate Medical Journal

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The UK chief medical officer's recommendations for the re-licensing and performance management of doctors will mean a move from a formative towards a summative role for appraisal and its adjunct, the personal development plan. Where does this leave medical educators trying to promote reflective learning? It is taken for granted that self-directed learning is the sine qua non of all adult learning. But is it? This review re-evaluates self-directed learning and its corollary, the personal development plan, in the light of the chief medical officer's report, seeking the evidence behind today's accepted educational practice. It discovers a reality which challenges assumptions long enshrined in medical education.

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Analysis of Learning Style

Cited by 17 publications

References 0 publications

Learning styles of medical students, general surgery residents, and general surgeons: implications for surgical education

Learning styles of medical students, general surgery residents, and general surgeons: implications for surgical education

Integration of First- and Second-Year Introductory Pharmacy Practice Experiences

Personal development plans and self-directed learning for healthcare professionals: are they evidence based?

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