Caroline Harada, M.D. Winter Williams, M.D.
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1 Caroline Harada, M.D. Winter Williams, M.D.
2 Learning Objectives Describe learning style theory Identify your personal learning style Articulate how learning styles can dictate teaching styles
3 Road Map Introduce different models (10 min) Identify your learning style (15 min) Discuss Kolb model (5 min) Experience different styles of teaching (20 min) Applications of Learning Style theory (10 min) Wrap up (10 min)
4 Learning Style Theory Individuals differ in how they learn First popularized in the 1970 s Learning styles inventories are big business Meshing hypothesis: instruction is best when it matches the preferred style of the learner Evidence base for incorporating learning styles into general education practice is currently lacking Pashler, H. Psychological Science in the Public Interest, 2008
5 Neil Fleming: VARK Visual learners Auditory learners Reading/writing learners Kinesthetic learners
6 Medical students and VARK Quadmodal 43.4% Uni-modal 36.1% Tri-modal 32.1% Bi-modal 24.5% Lujan HL. Advances in Physiol Education, 2006
7 Generational Differences: Millennial Learners Born Technologically savvy Prefer structured learning experiences Accepting of feedback Do well with team work Open minded Strong sense of self-liking Roberts DH. Medical Teacher, 2012
8 Meyers-Briggs Personality Types Extroversion vs. Introversion Sensing vs. Intuition Thinking vs. Feeling Judging vs. Perceiving
9 David Kolb: Experiential Learning Theory 2 dimensions: Perception (grasping) Processing (transforming) Concrete Experience Active Experimentation Reflective Observation Abstract Conceptualization Kolb, DA. Experiential Learning: experience as the source of learning and development
10 What is your learning style?
11 concept david kolb, adaptation and design alan chapman , based on Kolb's learning styles, 1984 Kolb's learning styles Concrete Experience Feeling Active Experimentation Doing Accommodating (feel and do) CE/AE Converging (think and do) AC/AE Processing how we Perception Continuum how we think about things Continuum do things Diverging (feel and watch) CE/RO Assimilating (think and watch) AC/RO Reflective Observation Watching Abstract Conceptualisation Thinking
12 Convergers Abstract conceptualization Active experimentation Good at practical application of ideas Unemotional, narrow interests Accommodators Concrete experience Active experimentation Good at getting things done More risk taking Solves problems intuitively Kolb's learning styles Active Experimentation Doing Accommodating (feel and do) CE/AE Converging (think and do) AC/AE Processing how we Concrete Experience Feeling Perception Continuum how we think about things Dive (feel an CE Continuum do things Assim (think an AC Abstract Conceptualisation Thinking
13 odating and do) /AE Processing erging and do) /AE how we Concrete Experience Feeling Perception Continuum how we think about things Divergers Continuum do things Concrete experience Reflective observation Imaginative Good at seeing things from different perspectives, interested in people Diverging (feel and watch) CE/RO Assimilating (think and watch) AC/RO Reflective Observation Watching Assimilators Abstract conceptualization Reflective observation Good at creating theoretical models Prefer abstract concepts Abstract Conceptualisation
14 Learning styles of different specialties Specialty Convergence Divergence Assimilation Accommod n Total Medicine 16 (50) 6 (19) 6 (19) 4 (13) 32 Surgery 43 (69) 4 (6) 8 (13) 7 (11) 62 Anesthesia 21.5 (58) 5.5 (15) 2.5 (7) 7.5 (20) 37 Psychiatry 9 (21) 13.5 (32) 8.5 (20) 11 (26) 42 Pediatrics 14.5 (39) 8 (22) 4.5 (12) 10 (27) 37 Others 25 (40) 11 (18) 14 (23) 12 (19) 62 Total 129 (47) 48 (18) 43.5 (16) 51.5 (19) 272 n in each learning style (% of each row) Airey N, Marriott J, and Rodd J. Psychiatric Bulletin 2001
15 Road Map Introduce different models (10 min) Identify your learning style (15 min) Discuss Kolb model (5 min) Experience different styles of teaching (20 min) Applications of Learning Style theory (10 min) Wrap up (10 min)
16 Active Experimentation with Kolb Learning Styles
17 Active Experimentation with Kolb Learning Styles DIVERGERS Try it out Watch someone do it CONVERGERS Read handout Try it out ASSIMILATORS Read handout Watch someone do it ACCOMMODATERS Try it out Try it out
18 How can this information be used to improve your teaching?
19 Learning styles of different specialties Specialty Convergence Divergence Assimilation Accommod n Total Medicine 16 (50) 6 (19) 6 (19) 4 (13) 32 Surgery 43 (69) 4 (6) 8 (13) 7 (11) 62 Anesthesia 21.5 (58) 5.5 (15) 2.5 (7) 7.5 (20) 37 Psychiatry 9 (21) 13.5 (32) 8.5 (20) 11 (26) 42 Pediatrics 14.5 (39) 8 (22) 4.5 (12) 10 (27) 37 Others 25 (40) 11 (18) 14 (23) 12 (19) 62 Total 129 (47) 48 (18) 43.5 (16) 51.5 (19) 272 n in each learning style (% of each row) Airey N, Marriott J, and Rodd J. Psychiatric Bulletin 2001
20 concept david kolb, adaptation and design alan chapman , based on Kolb's learning styles, 1984 Kolb's learning styles Concrete Experience Feeling Active Experimentation Doing Accommodating (feel and do) CE/AE Converging (think and do) AC/AE Processing how we Perception Continuum how we think about things Continuum do things Diverging (feel and watch) CE/RO Assimilating (think and watch) AC/RO Reflective Observation Watching Abstract Conceptualisation Thinking
21 Armstrong E, Parsa-Parsi R. Academic Medicine, 2005
22 References Pashler H, McDaniel M, Rohrer D, Bjork, R. "Learning styles: Concepts and evidence". Psychological Science in the Public Interest 2008, 9: Fleming, N. D. and Mills, C. E, (1992) 'Not Another Inventory, Rather a Catalyst for Reflection', To Improve the Academy, Vol. 11, p Lujan HL, DiCarlo SE. First-year medical students prefer multiple learning styles Advan in Physiol Edu 30:13-16, Roberts DH, Newman LR, Schwartzstein RM. Twelve tips for facilitating Millennials' learning. Med Teach. 2012;34(4): Airey N, Marriott J, and Rodd J. Learning styles of psychiatrists and other specialists. Psychiatric Bulletin 2001, 25: Kolb, DA. Experiential Learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall; Armstrong E, Parsa-Parsi R. How can physicians' learning styles drive educational planning? Academic Medicine Jul;80(7):680-4.
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