Personality preferences for radiation therapy students in New Zealand

Yielder, Jill; Dungey, G.; Patten, Bradley

doi:10.1016/j.radi.2020.07.010

Cited by 2 publications

(1 citation statement)

References 11 publications

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“…Paper included reference, within the text of the paper, to a defined Learning Styles instrument, as listed in Coffield et al (2004) , or obviously derived from one of these instruments (e.g., the “Paragon Learning Styles Instrument” derived from the Myers-Briggs Type Indicator; Yielder et al, 2021 ). We did not include papers that were about “styles of learning” or other forms of personalized learning.…”

Section: Methodsmentioning

confidence: 99%

The Learning Styles Neuromyth Is Still Thriving in Medical Education

Newton

Najabat-Lattif

Santiago

et al. 2021

Front. Hum. Neurosci.

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Learning Styles theory promises improved academic performance based on the identification of a personal, sensory preference for informational processing. This promise is not supported by evidence, and is in contrast to our current understanding of the neuroscience of learning. Despite this lack of evidence, prior research shows that that belief in the Learning Styles “neuromyth” remains high amongst educators of all levels, around the world. This perspective article is a follow up on prior research aimed at understanding why belief in the neuromyth of Learning Styles remains so high. We evaluated current research papers from the field of health professions education, to characterize the perspective that an educator would be given, should they search for evidence on Learning Styles. As in earlier research on Higher Education, we found that the use of Learning Style frameworks persist in education research for the health professions; 91% of 112 recent research papers published on Learning Styles are based upon the premise that Learning Styles are a useful approach to education. This is in sharp contrast to the fundamental principle of evidence-based practice within these professions. Thus any educator who sought out the research evidence on Learning Styles would be given a consistent but inaccurate endorsement of the value of a teaching technique that is not evidence based, possibly then propagating the belief in Learning Styles. Here we offer perspectives from both research and student about this apparent mismatch between educational practice and clinical practice, along with recommendations and considerations for the future.

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Section: Methodsmentioning

confidence: 99%

The Learning Styles Neuromyth Is Still Thriving in Medical Education

Newton

Najabat-Lattif

Santiago

et al. 2021

Front. Hum. Neurosci.

View full text Add to dashboard Cite

show abstract

Thinking Trajectory of Students with Thinking and Feeling Personality Types in Solving Algebra Problems

Handican

Laswadi

Jamna

et al. 2023

JP2

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The strategies students use in solving mathematical problems are quite diverse, so they affect students' personality types. This research focuses on analyzing the trajectory of students' thinking in solving algebraic problems in terms of thinking and feeling personality types. This research is qualitative research with a descriptive method. The population is 34 students; the sampling is done by purposive sampling—data collection techniques through personality questionnaire sheets, algebraic test questions, and interviews. Qualitative data analysis was done through data reduction, display, and conclusion/verification stages. The results showed that the students' thinking path in solving algebraic problems in terms of thinking and feeling personality types is that in the problem analysis cycle, thinking students can correctly show what is known from the problem. The problem-solving process is made sequentially up to the simplification cycle. In the completion cycle, students think until they get the final answer by completing the steps properly and correctly. Based on these results, students need help solving algebra problems properly compared to students with the thinking personality type. It is because students feel that the steps could be more sequential in solving problems with algebraic forms, and it is difficult to consider based on right or wrong (objective). Therefore, sometimes he needs to be more wishy-washy or even needs clarification in taking a stand.

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Personality preferences for radiation therapy students in New Zealand

Cited by 2 publications

References 11 publications

The Learning Styles Neuromyth Is Still Thriving in Medical Education

The Learning Styles Neuromyth Is Still Thriving in Medical Education

Thinking Trajectory of Students with Thinking and Feeling Personality Types in Solving Algebra Problems

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