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Working with an older client group
Published in Rebecca Allwood, Working with Communication and Swallowing Difficulties in Older Adults, 2022
Learning styles broadly fall into categories. There are differing opinions of how many learning categories exist, but four that are often cited are described here: Visual: learning best from information presented in images, charts or graphs.Auditory: learning best from hearing information.Reading and writing: reading text or writing information down.Kinaesthetic: learning best through interactive or sensory learning environment.(Fleming and Mills, 1992)Willingham et al. (2015) argue that a learning style is a personal preference of modality through which to process information rather than a heightened ability to receive information in a particular form. Some people challenge the notion of a learning style and view it as a reflection on an individual’s belief of best learning style rather than how they actually process information (Krätzig et al., 2006). Nonetheless, it is useful for the clinician to be aware of each client’s preference of learning modality so that they can adapt the way that they present information to optimise the client’s retention and use of the information given.
Learning and Personality Styles in Practice
Published in Ramesh Mehay, The Essential Handbook for GP Training and Education, 2021
Mark Waters, Iain Lamb, Ramesh Mehay
This model, developed by Peter Honey and Alan Mumford in the 1980s,7 is frequently used by GP Trainers. In terms of Curry’s ‘Onion Model’ (see previous page) it addresses the information-processing style. A learning style is the preferred way in which an individual likes to receive and process information. We can do two things when we work out our learner’s learning style. We can alter our style and teach in a way that marries with their learning style (making learning easier for them). Or we can encourage them to engage with learning activities which work on their weaker style(s) in order to make them more ‘all rounded’ learners. H&M described four types of learning styles. Activists – who welcome new ideas and use them straight away without question.Reflectors – who like to reflect and consider the implications of new ideas first.Theorists – who like to understand the logical basis behind new ideas first.Pragmatists – who like to try them out and see if they work.
Trauma-informed Organizations, Leadership, Secondary Traumatic Stress and Supervision
Published in William Steele, Reducing Compassion Fatigue, Secondary Traumatic Stress and Burnout, 2019
Utilize multidimensional learning styles. Although little is written about this from a supervisory perspective, supervision is a learning experience and as such supervisors need to engage multiple learning styles. This will help improve overall effectiveness of interactions and enhance the supervisee’s development. Multidimensional approaches that include auditory, kinesthetic and visual approaches significantly enhance the learning experience. Note: Research does not show that learning improves by teaching to the individual’s specific learning style; it improves when multiple learning styles are used (Bozarth, 2018).
Learning style preferences of internal medicine residents and in-training examination scores: is there a correlation?
Published in Journal of Community Hospital Internal Medicine Perspectives, 2021
Nargiz Muganlinskaya, Arash Mollaeian, Mitchell Karpman
Historically, trying to recognize one’s preferred learning style was used as a tool to help with a career choices. Fifty-seven percent of the residents whose data were analyzed identified the converging style as their preferred learning style. This potentially reflects the fact that most of the cohort participants were in their final stages of career differentiation. Our study is limited due to several factors, including but not limited to the facts that it is a single institution retrospective study and number of participants is likely too small to reliably generalize our findings to larger groups of residents in internal medicine and other medical specialties across the US and possibly other countries. Further, the concept of differentiating learning styles has drawn criticism as it could be viewed as a potential stereotyping instrument, and that learning styles and skills change over time. It also should be taken into account that medical learning and education has evolved to a lot extent recently with further influence and takeover of the social media and nonconventional education and teaching. Therefore, there could potentially be mixed and fluid learning styles not fitting the four learning styles used in our study.
Twelve tips for institutional approach to outcome-based education in health professions programmes
Published in Medical Teacher, 2021
Hui Meng Er, Vishna Devi Nadarajah, Yu Sui Chen, Snigdha Misra, Joachim Perera, Sneha Ravindranath, Yee Yee Hla
In light of resource challenges for implementing OBE (Albanese et al. 2010), students can be empowered to take charge of their learning using a system of evaluative checks of learning. Student empowerment can be achieved by flexible course delivery, for example, using web-based learning. Students progress toward achievement of outcomes through self-paced learning, within reasonable constraints of program duration. Students from different backgrounds, with differing abilities and learning styles can be catered to using a variety of learning methods and activities, suited to the context and levels of knowledge and skill required. Continual evaluation and review inform the selection of learning methods to achieve the outcomes. In IMU, online interactive lectures and formative assessments are available in all programs to allow flexibility for students to learn and progress at their own pace.
Study habits and academic achievement among medical students: A comparison between male and female subjects
Published in Medical Teacher, 2018
Saad S. Alzahrani, Yoon Soo Park, Ara Tekian
The effects of deep and superficial learning styles are inconsistent, but strategic and “convergent” learning styles correlated positively with performance at the final examinations (McManus et al. 2003). Empirically, deep and strategic learning styles predicted success at final examinations, whereas surface learning predicted failure (Kleijn et al. 1994). Academic success is enhanced by good time management skills (West and Sadoski 2011). Students who do not plan their time effectively run out of time before they can master the content. Therefore, providing students with assistance and support in time management should help them utilize their study time more efficiently and effectively, and this, in turn, should improve their academic performance (Salamonson et al. 2009).