Does tailoring instructional style to a medical student’s self-perceived learning style improve performance when teaching intravenous catheter placement? A randomized controlled study

Papanagnou, Dimitrios; Serrano, Antonio; Barkley, Kaitlyn; Chandra, Shruti; Governatori, N; Piela, N.; Wanner, Gregory K.; Shin, Richard

doi:10.1186/s12909-016-0720-3

Cited by 29 publications

(24 citation statements)

References 10 publications

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“…This is particularly important to avoid dissuading students from pursuing subjects which do not appear to match their identified learning style (Robles et al, 2012;Brumpton et al, 2013;Yang and Shanks, 2018), or preventing them from becoming overconfident in their ability to master subjects that are perceived by them as matching their learning style (Rodriguez Zivic et al, 2013;Zhang et al, 2013;Schubert, 2016;Yan et al, 2017). Hence, institutional resources should be utilized more efficiently by supporting demonstrable and replicable educational strategies, rather than the cultivating learning styles that have not yet been convincingly established (Coffield et al, 2004;Pashler et al, 2008;Reiner and Willingham, 2010;Papanagnou et al, 2016).…”

Section: Identify and Nurture The Learning Efforts Of Health Care Stumentioning

confidence: 99%

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

Chaudhuri

2019

Anatomical Sciences Ed

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There has been a fundamental change in health care pedagogy to address the demands and challenges posed by the present generation of millennial students. There is also a growing recognition of the role of intrinsic motivation as a catalyst in a positive learning experience. The term intrinsic motivation refers to energizing behavior that comes from within an individual and develops due to an inherent interest in the activity at hand. However, stimulating intrinsic motivation in the present generation of millennial health care students is a daunting task, considering their diverse and disparate nature. In addition, the inherent generational differences between educators and students, and an increasing emphasis on technological tools have resulted in a dichotomy in the educational environment leading to the development of a greater incidence of burnouts among students. Hence, numerous innovative techniques have been introduced in health care education to enhance the levels of intrinsic motivation in these students. Unfortunately, most of these approaches have only been moderately successful due to their limited ability to address the unique educational expectations of millennial students. The cumulative evidence suggests that specific approaches to stimulate intrinsic motivation should aim at nurturing the learning efforts of students, bridging the generational barriers between educators and students, and ameliorating the stress associated with health care education. Hence, the specific aim of this narrative review is to suggest empirically proven curricular strategies and institutional reforms to enhance intrinsic motivation in health care students belonging to the Millennial Generation.

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Section: Identify and Nurture The Learning Efforts Of Health Care Stumentioning

confidence: 99%

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

Chaudhuri

2019

Anatomical Sciences Ed

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“…The reference lists from previous reviews were also examined, as well as citation-based searches in Google Scholar. A total of 1215 records were initially scanned, and 10 studies ( Constantinidou and Baker, 2002 ; Massa and Mayer, 2006 ; Kassaian, 2007 ; Korenman and Peynircioglu, 2007 ; Slack and Norwich, 2007 ; Tight, 2010 ; Kollöffel, 2012 ; Hansen and Cottrell, 2013 ; Rogowsky et al, 2015 ; Papanagnou et al, 2016 ) were found that had applied the appropriate methodology according to the criteria by Pashler et al (2008) .…”

Section: Scope Of the Mini-review: Selection Criteria For Reporting Omentioning

confidence: 99%

“…The authors did state, however, that no significant correlation between learning style and experimental task performance was found. Similarly, Papanagnou et al (2016) reported only mean values for matched/non-matched learning outcomes and stated that both matched and non-matched groups achieved similar learning outcomes. Based on these data, it thus appears that there is no replicable evidence for a statistical crossover-interaction effect where participants systematically show higher learning outcomes when they are in a condition in which their preferred learning style modality matches the instructional mode and a lower learning outcome when there is a mismatch.…”

Section: Tailoring Instruction For Modality-specific Preferences: No mentioning

confidence: 99%

The Modality-Specific Learning Style Hypothesis: A Mini-Review

Aslaksen

Lorås

2018

Front. Psychol.

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The impact on learning outcome of tailoring instruction and teaching toward modality-specific learning style preferences has been researched and debated for decades. Several topical reviews have concluded that there is no evidence to support the meshing hypothesis and that it represents a persistent neuromyth in education. The concept, however, is still utilized in educational practice and favored by many academics. This mini-review presents literature, which has applied explicit and rigorous methodological criteria, in relation to the meshing hypothesis. In order to demonstrate evidence for the meshing hypothesis, studies had to screen participants for their preferred learning style, assign participants to matched or non-matched conditions, and then provide the same test to assess learning for all participants, as well as presenting statistical crossover-interaction effects. Across studies that have applied these methodological criteria, the overall effect sizes were very low and non-significant, indicating that there is still no replicable statistical evidence for enhanced learning outcome by aligning instruction to modality-specific learning styles.

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“…A great deal of research has shown that changing presentation or teaching strategies to align with student learning styles does not improve outcomes enough to justify the financial or temporal costs involved (Coffield et al, ; Pashler et al, ; Reiner and Willingham, , Papanagnou et al, ). In addition, previous research has also shown that whether or not study materials are provided in line with the student's learning style does not improve learning outcomes (Kollöffel, ).…”

Section: Introductionmentioning

confidence: 99%

Another Nail in the Coffin for Learning Styles? Disparities among Undergraduate Anatomy Students’ Study Strategies, Class Performance, and Reported VARK Learning Styles

Husmann

O’Loughlin

2018

Anatomical Sciences Ed

129

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The concept and existence of learning styles has been fraught with controversy, and recent studies have thrown their existence into doubt. Yet, many students still hold to the conventional wisdom that learning styles are legitimate, and may adapt their outside of class study strategies to match these learning styles. Thus, this study aims to assess if undergraduate anatomy students are more likely to utilize study strategies that align with their hypothetical learning styles (using the VARK analysis from Fleming and Mills, , Improve Acad. 11:137-155) and, if so, does this alignment correlate with their outcome in an anatomy course. Relatedly, this study examines whether students' VARK learning styles are correlated with course outcomes regardless of the students' study strategies, and whether any study strategies are correlated with course outcomes, regardless of student-specific VARK results. A total of 426 anatomy students from the 2015 and 2016 Fall semesters completed a study strategies survey and an online VARK questionnaire. Results demonstrated that most students did not report study strategies that correlated with their VARK assessment, and that student performance in anatomy was not correlated with their score in any VARK categories. Rather, some specific study strategies (irrespective of VARK results), such as use of the virtual microscope, were found to be positively correlated with final class grade. However, the alignment of these study strategies with VARK results had no correlation with anatomy course outcomes. Thus, this research provides further evidence that the conventional wisdom about learning styles should be rejected by educators and students alike. Anat Sci Educ. © 2018 American Association of Anatomists.

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Does tailoring instructional style to a medical student’s self-perceived learning style improve performance when teaching intravenous catheter placement? A randomized controlled study

Cited by 29 publications

References 10 publications

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

The Modality-Specific Learning Style Hypothesis: A Mini-Review

Another Nail in the Coffin for Learning Styles? Disparities among Undergraduate Anatomy Students’ Study Strategies, Class Performance, and Reported VARK Learning Styles

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