Do Different Pairings of Teaching Styles and Learning Styles Make a Difference? Preceptor and Resident Perceptions

Vaughn, Lisa M.; Baker, Raymond C.

doi:10.1080/10401330802199559

Cited by 44 publications

(33 citation statements)

References 14 publications

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“…Learners should become aware of their preferred learning style (Vaughn and Baker, 2008;Holtbrugge and Mohr, 2010), be clear in their understanding of what is expected (intended learning outcomes), and take responsibility for their own learning. Self-motivation, goal orientation, critical thinking, and a commitment to life-long learning and ethical practice contribute to success.…”

Section: Competency-based Teaching and Learningmentioning

confidence: 99%

Competency-based education: The essential basis of pre-service education for the professional midwifery workforce

Fullerton

Thompson

Johnson³

2013

Midwifery

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Section: Competency-based Teaching and Learningmentioning

confidence: 99%

Competency-based education: The essential basis of pre-service education for the professional midwifery workforce

Fullerton

Thompson

Johnson³

2013

Midwifery

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“…40 Collaborative learners responded positively to a range of different teaching styles, while competitive learners tended to rate different teaching styles more negatively. 40 The authors conclude that it might be helpful to identify learner traits in order to predict which students might find the learning environment more challenging. However, no outcome measures beyond teacher/learner preferences were reported.…”

Section: Tripartite Model (Surface Strategic Deep)mentioning

confidence: 99%

Exam Success at Undergraduate and Graduate-Entry Medical Schools: Is Learning Style or Learning Approach More Important? A Critical Review Exploring Links Between Academic Success, Learning Styles, and Learning Approaches Among School-Leaver Entry (“Traditional”) and Graduate-Entry (“Nontraditional”) Medical Students

Feeley

Biggerstaff

2015

Teaching and Learning in Medicine

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A note on versions:The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher's version. Please see the 'permanent WRAP url' above for details on accessing the published version and note that access may require a subscription. When it comes to establishing the value of learning styles for medical students, a further issue emerges. The demographics of medical students in the UK have changed in recent years, so past studies may not be applicable to students today.We wanted to answer a very simple, practical question: what can the literature on learning styles tell us that we can use to help today's medical students succeed academically at medical school?Approach: We conducted a literature review to synthesise the available evidence on how two different aspects of learning -the way in which students like to receive information in a learning environment (termed learning 'styles'), and the motivations that drive their learning (termed learning 'approaches') -can impact on medical students' academic achievement.Findings: Our review confirms that while learning 'styles' do not correlate with exam performance, learning 'approaches' do: those with 'strategic' and 'deep' approaches to learning (i.e. motivated to do well and motivated to learn deeply respectively) perform consistently better in medical school examinations. Changes in medical school entrant demographics in the past decade have not altered these correlations. Optimistically, our review reveals that students' learning approaches can change, and more adaptive approaches may be learned. . Insights: For educators wishing to help medical students succeed academically, current evidence demonstrates that helping students develop their own positive learning approach using a 'growth mind-set' is a more effective (and more feasible) than attempting to alter students' learning styles. This conclusion holds true for both 'traditional' and graduate-entry medical students.Learning for exam success at medical school

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“…In another interesting study of teaching styles in business schools, Kragh and Djursaa (2006) examine data from 26 countries to propose a close relationship between indicators of authority and student empowerment. In medicine the use of the Grasha teaching style has been shown to increase teaching effectiveness when used to pair teachers and learners (Vaughn & Baker, 2008).…”

Section: Literature Review Of Teaching Stylesmentioning

confidence: 99%

Empowering PowerPoint: Slides and Teaching Effectiveness

Brock

Joglekar²

2011

IJIKM

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In order to examine the effectiveness of using PowerPoint slides as a teaching aid in the postsecondary classroom, this exploratory study compared the impact on teaching effectiveness of the number and density of slides, as well as the use of visuals and other non-textual elements within slides. The number of slides used per session appeared not to affect effectiveness but lower den sity (3 bullet points and 20 words or less per slide) was associated with effectiveness. Results for the 10 instructors teaching 17 classes on information management from 2003 to 2009 were also analyzed by teaching style. Instructors identified as "Experts" and "Facilitators" more often used pictures, photos, charts, graphics, and sound in their slides compared to instructors with other Grasha-Riechman styles. Best practices for using PowerPoint slides are suggested.

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Do Different Pairings of Teaching Styles and Learning Styles Make a Difference? Preceptor and Resident Perceptions

Cited by 44 publications

References 14 publications

Competency-based education: The essential basis of pre-service education for the professional midwifery workforce

Competency-based education: The essential basis of pre-service education for the professional midwifery workforce

Empowering PowerPoint: Slides and Teaching Effectiveness

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