Self-Awareness of Learning Styles among Surgical Trainees

2015 ◽  
Vol 221 (4) ◽  
pp. S56
Author(s):  
John Henry Y. Pang ◽  
Austin Goetz ◽  
Lauren Hook ◽  
Amit R.T. Joshi ◽  
Pak S. Leung
Keyword(s):  
Learning Styles ◽  
Self Awareness ◽  
Surgical Trainees

scholarly journals Age, Residence, Parents’ Educational Attainment and Exposure to Media Affect Students’ Learning Styles

2015 ◽  
Vol 21 (1) ◽  
Author(s):  
Elvin A. Balallo ◽  
Crizzle A. Bajet-Paz
Keyword(s):  
Emotional Intelligence ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Self Regulation ◽  
Learning Preferences ◽  
Three Dimensions ◽  
Self Awareness ◽  
Correlational Method ◽  
High Level

Most students are unaware of their learning styles and emotional intelligence.  Thus, it is important to know one’s learning styles and emotional intelligence because they can be used to increase self-awareness as to their strengths and weaknesses as learners. The study determined the learning styles and emotional intelligence of the students in the College of Technology of University of Northern Philippines, Philippines.  The study utilized descriptive-correlational method of research. Results showed that student respondents have an overall high level of learning style in all of its three dimensions: visual, auditory, and kinesthetic. Also, they have an overall high level of emotional intelligence in all of its dimensions. The overall level of learning styles of the respondents is significantly related with self-motivation while visual learning style is significantly linked to self-regulation.  Likewise, auditory learning style is significantly related to self-awareness, self-motivation, social skills and the overall level of emotional intelligence.  Meanwhile, kinesthetic learning style is significantly related to social awareness and self-motivation. The university should conduct an assessment of learning preferences of the students to determine their strengths and weaknesses. Likewise, emotional intelligence tests should be given to students to provide essential data on the attitudes of these students. Keywords –   Education, learning styles, emotional, intelligence, students, descriptive-correlational design,  Ilocos Sur, Philippines

scholarly journals Expanding a Learner-Centered Environment Using Group Reports and Constructivist Portfolios

2001 ◽  
Vol 2 (1) ◽  
pp. 12-17
Author(s):  
ROSA J. BUXEDA ◽  
DEBORAH A. MOORE
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
Interpersonal Relationship ◽  
Oral Communication ◽  
Field Trips ◽  
Teaching Methodology ◽  
Self Awareness ◽  
Relationship Skills ◽  
Knowledge Based ◽  
Diverse Learning

A study was performed in the Microbial Physiology course to increase students’ self-awareness of their misconceptions, promote sound research techniques, develop written and oral communication skills, stimulate metacognition, and improve teamwork and interpersonal relationship skills. The transformation in the teaching methodology included using cooperative learning, field trips, and portfolios that targeted diverse learning styles to challenge students in creative ways and to help prepare them for future careers. The entire structure of the class was modified by introducing in-class portfolios to form a constructivist environment in which the discussion and lecture topic of the day were built on prior student knowledge. Based on evaluations, students were very pleased with the new teaching and learning process and learned more content than in the more traditional class. They also felt better able to reflect on their learning.

SP2.1.16Prognostic significance of Drivers at Work and Learning Styles in surgical training

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Katie Mellor ◽  
Luke Hopkins ◽  
Osian P James ◽  
Oliver Luton ◽  
Richard J Egan ◽  
...  
Keyword(s):  
Learning Styles ◽  
Outcome Measures ◽  
Surgical Training ◽  
Primary Outcome ◽  
Response Rate ◽  
Career Progression ◽  
Training Assessment ◽  
Boot Camps ◽  
Surgical Trainees ◽  
National Training

Abstract Aims Drivers at Work (DW) and Learning Styles (LS) refer to a range of contentious theories that aim to account for differences in career progression, yet seldom feature in training assessment. This study aimed to quantify the influence of Core Surgical Trainees’ (CST) DW and LS on career progression. Methods Kolb LS inventories were distributed to 168 CSTs during five consecutive induction boot camps in a single Statutory Education Body. Primary outcome measures were MRCS and National Training Number (NTN) success. Results Of 108 responses received (response rate 64.3%), 64.8% were male and 35.2% female (p = 0.003). The spectrum of DW was: Please People (25%), Be Perfect (21.3%), Hurry Up (18.5%), Be Strong (13.9%), and Try Hard (0%, p < 0.001). DW was either unequivocal or not provided by 23 CSTs (21.3%). The spectrum of LS was: Converging (34.3%), Accommodating (28.7%), Diverging (23.1%), and Assimilating (13.9%, p = 0.021). MRCS success was not associated with DW (p = 0.703) or LS (p = 0.598). Men were more likely to have Converging LS (29/70, 41.4%), and women Diverging LS (15/38, 39.5%, p = 0.018) and to have team-based LS (Accommodating / Diverging, 26/38 vs. 30/70, p = 0.010). NTN success was associated with LS (p = 0.038) with Convergers achieving most NTNs (65.4%). Conclusions LS are associated with important differences in career progression with Converging LS three-fold more likely to achieve NTNs than Diverging LS.

Prognostic significance of drivers at work and learning styles in surgical training

2021 ◽  
pp. postgradmedj-2021-140930
Author(s):  
Katie Mellor ◽  
Luke Hopkins ◽  
David Bryan Thomas Robinson ◽  
Osian Penri James ◽  
Oliver Luton ◽  
...  
Keyword(s):  
Learning Styles ◽  
Surgical Training ◽  
Prognostic Significance ◽  
Multivariable Analysis ◽  
Training Programme ◽  
Scholarly Activity ◽  
Boot Camps ◽  
Surgical Trainees ◽  
National Training ◽  
Career Progress

Purpose of the studyDrivers at work (DW) and Learning Styles (LS) refer to contentious theories that aim to account for differential career development yet seldom feature in assessment. This study aimed to quantify the influence of core surgical trainees’ (CST) DW and LS on career progress.Study designDW questionnaires and Kolb LS inventories were distributed to 168 CSTs during five consecutive induction boot camps in a single-statutory education body. Primary outcome measures were membership of the Royal College of Surgeons (MRCS) examination and national training number (NTN) success.ResultsOf 108 responses received (response rate 64.3%), 64.8% were male and 35.2% female (p=0.003). DW spectrum was: please people (25.0%), be perfect (21.3%), hurry up (18.5%), be strong (13.9%) and try hard (0%, p<0.001). DW was either equivocal (n=14) or not provided (n=9) by 21.3% of CSTs. LS were: converging (34.3%), accommodating (28.7%), diverging (23.1%) and assimilating (13.9%, p=0.021). Men were more likely to be convergers (29/70, 41.4%), and women divergers (15/38, 39.5%, p=0.018) also preferring team-based LS (accommodating/diverging, 26/38 (68.4%) vs 30/70 (42.9%), p=0.010). MRCS success was not associated with DW (p=0.329) or LS (p=0.459). On multivariable analysis, NTN success was associated with LS (accommodators 64.5%, divergers 32.0%, OR 10.90, p=0.014), scholarly activity (OR 1.71, p=0.001), improving surgical training programme (OR 36.22, p=0.019) and universal ARCP 1 outcome (OR 183.77, p<0.001).ConclusionsLS are associated with important differences in career progress with accommodator twofold more likely than diverger to achieve NTN.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Mary Ellen Nevins
Keyword(s):  
Young Children ◽  
Professional Practice ◽  
Hard Of Hearing ◽  
Service Providers ◽  
Interprofessional Collaboration ◽  
The Self ◽  
Self Awareness ◽  
Collaborative Practices ◽  
Interprofessional Teams ◽  
Client Care

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

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