scholarly journals P.108 Integrating learner feedback in developing an evidence-based palliative care curriculum for neurology residents

2017 ◽  
Vol 44 (S2) ◽  
pp. S41-S41
Author(s):  
JA Yeung Laiwah ◽  
A Sarpal ◽  
V Schulz ◽  
T Gofton
Keyword(s):  
Palliative Care ◽  
Learning Styles ◽  
End Of Life ◽  
Learning Strategies ◽  
Learning Style ◽  
Evidence Based ◽  
Medical Interventions ◽  
Learning Style Inventory ◽  
Concrete Experience ◽  
Academic Time

Background: Palliative care is a cornerstone of the management of progressive neurological illness, but there lacks a standardized evidence-based curriculum to teach the unique aspects of neurology-based palliative care to current learners. Methods: A needs assessment involving focus groups with patients, physicians, interdisciplinary members, and trainees was conducted to identify gaps in the current curriculum. The Kolb Learning Style Inventory identified learning strategies among neurology residents. A Palliative Medicine Comfort and Confidence Survey and knowledge pre-test was distributed to determine current learner needs. The curriculum was delivered during academic time, and feedback was obtained for further content revision. Results: Qualitative analysis was used to develop the curriculum with the key principles of symptom management, end-of life communication, psychosocial components of care, and community coordination. Learning styles varied, but preference for active experimentation and concrete experience was noted. Learners identified as comfortable with withdrawal of medical interventions, but requiring support on home palliative care referral, and management of terminal delirium and dyspnea. Further teaching was requested for end of life ethics and communication skills. Conclusions: By integrating current best evidence-based practice in palliative neurology with learner feedback, this project aims to create a comprehensive palliative care curriculum for neurology learners.

Learning styles and perceptual patterns for English /i/ and /ɪ/ among Chinese college students

2015 ◽  
Vol 37 (3) ◽  
pp. 673-701 ◽  
Author(s):  
XIAOHU YANG ◽  
FENG SHI ◽  
XIANGJUN LIU ◽  
YONG ZHAO
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Learning Styles ◽  
Learning Style ◽  
English Learning ◽  
Chinese College Students ◽  
Learning Style Inventory ◽  
Concrete Experience ◽  
Learning Modes ◽  
English I

ABSTRACTThis study examined whether learning styles, along with age of starting English learning and length of English learning, are related to perceptual patterns for English /i/–/ɪ/ among Chinese college students who learn English as a foreign language. A total of 83 Chinese college students with different learning styles as measured by Kolb's Learning Style Inventory (1985) and 16 native speakers of American English identified the vowels in a syntheticbeat–bitcontinuum. The results revealed that the Chinese participants’ perceptual patterns for English /i/–/ɪ/ varied with their learning styles. The participants with Kolb's (1985) assimilative and divergent learning styles were more likely to exhibit perceptual patterns resembling those of the American participants than were the participants with convergent and accommodative learning styles. Furthermore, of Kolb's four learning modes, reflective observation had a facilitative effect on the participants’ perception, whereas active experimentation was more likely to cause difficulties; abstract conceptualization and concrete experience bore little relation to the perception of these two sounds. In addition, length of English learning played a critical part in the development of English /i/–/ɪ/ perception. However, age of starting English learning in foreign language conditions was not as crucial as suggested by earlier studies on speech perception in second language conditions.

scholarly journals Learning styles of psychiatrists and other specialists

2001 ◽  
Vol 25 (8) ◽  
pp. 306-309 ◽  
Author(s):  
Nicholas Airey ◽  
James Marriott ◽  
June Rodd
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Lifelong Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Clinical Implications ◽  
Teaching Approaches ◽  
Concrete Experience ◽  
Learning Styles Inventory ◽  
The Individual

Aims and MethodTo describe how the Learning Styles Inventory was used to assess the preferred learning styles of a group of senior and specialist registrars from different specialities attending a management course.ResultsOf the 272 doctors studied, the learning styles of psychiatrists (n=42) emerged as significantly different to the group as a whole, favouring reflective observation and concrete experience rather than active experimentation or abstract conceptualisation.Clinical ImplicationsKnowledge of learning styles can help improve interactions with other specialities that adopt different learning strategies, and assist with the individual psychiatrist's lifelong learning. To engage the interest of medical students, psychiatrists may need to consider different teaching approaches in line with the prevalent learning style.

Learning Styles and Approaches to Learning Mathematics of Students Majoring in Elementary Education: A Three-Year Study

2009 ◽  
Vol 105 (2) ◽  
pp. 500-508 ◽  
Author(s):  
Haitham M. Alkhateeb ◽  
Andile Mji
Keyword(s):  
Elementary Education ◽  
Learning Styles ◽  
Elementary School Teachers ◽  
Learning Style ◽  
Approaches To Learning ◽  
Elementary Education Majors ◽  
Learning Style Inventory ◽  
Concrete Experience ◽  
Learning Mathematics ◽  
Learning Modes

The goal of this 3-yr. study was to explore the learning styles and approaches to learning mathematics of elementary education majors. Two questionnaires, the Learning Style Inventory and the Approaches to Learning Mathematics Questionnaire, were administered to 149 women and 32 men ( M = 20.1 yr., SD = 2.1; range = 18-31). All were in their first or second years of college and enrolled in Mathematics for Elementary School Teachers at a Midwestern U.S. university. Results on the Learning Style Inventory indicated that a majority scored as either Accommodators, i.e., they primarily followed learning modes involving Active Experimentation and Concrete Experience, or as Divergers, i.e., approaching learning by focusing on Concrete Experience and Reflective Observation. A weak but statistically significant association was observed on the Approaches questionnaire between the Surface Approach and Reflective Observation.

scholarly journals The Effects of Culture on Learning Styles: The Sample of Ondokuz Mayıs University

2021 ◽  
Vol 6 (2) ◽  
pp. 54-69
Author(s):  
Fatih Diken ◽  
Nevin Ozdemir
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Learning Style ◽  
Cultural Dimensions ◽  
Experiential Learning Theory ◽  
Data Collection Tool ◽  
Learning Style Inventory ◽  
Concrete Experience ◽  
Significant Difference ◽  
Learning Styles Inventory

This study examines the effect of culture on learning styles. The study sample consisted of undergraduate and graduate students, most of whom are foreign nationals, studying in different departments of Ondokuz Mayıs University in Samsun, Turkey. Based on the experiential learning theory (ELT), Kolb's Learning Styles Inventory (KLSI) was used as a data collection tool to define individual learning styles. By examining previous studies such as the Global Leadership and Organizational Effectiveness (GLOBE), the study focused on categorizing cultural differences. 193 participants from 35 different nationalities were included in one of three cultural clusters (The Middle East, Africa, and Central Asia). In the first part of the study, the dominant learning styles of each cultural cluster were evaluated based on Kolb's traditional 4 learning styles (diverging, converging, assimilating, and accommodating) and the new 9 learning styles (experiencing, imagining, reflecting, analysing, thinking, deciding, acting, balancing) defined in KLSI 3.2 and KLSI 4. It was analysed whether there was a statistically significant difference in the dominant learning styles among the cultural clusters. The results of the analysis showed that there was no significant difference among the cultural clusters according to 4 learning style classifications, whereas there were significant differences among the cultural clusters according to Kolb’s 9 learning style classifications. In the second part of the study, it was evaluated whether there was a significant difference among the cultural clusters according to the modes of grasping experience – concrete experience (CE) and abstract conceptualization (AC) – and two dialectically related modes of transforming experience—reflective observation defined in the ELT model. Keywords: learning style, Kolb learning style inventory (KLSI), culture, cultural dimensions, cultural clusters, higher education

scholarly journals E.06 Developing and evidence-based palliative care curriculum for neurology resident trainees

2016 ◽  
Vol 43 (S2) ◽  
pp. S17-S17
Author(s):  
JY Laiwah ◽  
A Sarpal ◽  
V Schulz ◽  
TE Gofton
Keyword(s):  
Health Care ◽  
Palliative Care ◽  
Learning Style ◽  
Health Care Team ◽  
Evidence Based ◽  
Structured Interviews ◽  
Learning Style Inventory ◽  
Qualitative Thematic Analysis ◽  
Life Issues ◽  
End Of Life Issues

Background: Graduating neurology residents require general palliative care skills. This study aims to develop an evidence-based palliative care curriculum to provide neurology residents with the general palliative care skills required for providing patient care along the continuum of life. Methods: A needs assessment of the palliative skills necessary for a neurology resident was performed. Focus groups were held with physicians, allied health care and senior residents. Semi-structured interviews were held with patients and their caregivers. Interviews analysed using qualitative thematic analysis techniques. The Kolb learning style inventory will determine the learning style of neurology residents and inform the curricular design. Results: Qualitative analysis identified 3 overarching challenges for neurology residents: 1) uncertainty regarding disease trajectory in neurology and timing of palliative care discussions; 2) cohesiveness of the health care team regarding end of life issues; 3) the role of the resident in initiating palliative care. Other principals identified for inclusion were: symptom management, communication, psychosocial aspects of care, care coordination and access, and myths and pitfalls in palliative care. Conclusions: This project will identify the current best evidence and expert opinion in palliative care neurology. The data will be used to develop a novel Canadian neurological palliative care curriculum.

scholarly journals P.082 An evidence-based supportive and palliative care curriculum for Canadian neurology residents

2018 ◽  
Vol 45 (s2) ◽  
pp. S38-S38
Author(s):  
TE Gofton ◽  
S Stewart ◽  
J Yeung Laiwah ◽  
VN Schulz ◽  
A Sarpal
Keyword(s):  
Palliative Care ◽  
Learning Style ◽  
Palliative Medicine ◽  
Training Programs ◽  
Evidence Based ◽  
Review Of The Literature ◽  
Management Communication ◽  
Analysis Techniques ◽  
Learning Style Inventory ◽  
The Continuum

Background: Graduating residents require general palliative care skills. In Canada, there is no standardized palliative care curriculum for specialty trained residents. The objective of this research is to develop an evidence-based palliative care curriculum designed to provide neurology residents with the general palliative care skills required for providing patient care along the continuum of life. Methods: A needs assessment was performed in Neurology at Western University using qualitative analysis techniques. Residents completed the following:. A curricular outline was developed based on the Kolb learning style inventory (LSI), a knowledge pre-test, the Palliative Medicine Comfort and Confidence Survey and a review of the literature. Two iterations of the curriculum have been developed. Results: Residents identified a need for additional training in supportive and palliative care skills. Based on the Kolb LSI, 9/16 (56.3%) of neurology residents are “accommodators”. General principles identified for inclusion included: symptom management, communication, psychosocial aspects of care, care coordination and access, and myths and pitfalls in palliative care. Conclusions: This project is designed to identify the current palliative educational needs for Neurology residents. The results suggest that specialty trained residents are receptive to embedding training in the principles of palliative care within their training programs.

Comparison of Learning Styles between Physical Education and Dance Majors

1984 ◽  
Vol 58 (2) ◽  
pp. 583-588 ◽  
Author(s):  
Dorothy B. Zakrajsek ◽  
Rebecca L. Johnson ◽  
Diane B. Walker
Keyword(s):  
Physical Education ◽  
Learning Styles ◽  
Learning Style ◽  
T Test ◽  
Education Majors ◽  
Learning Style Inventory ◽  
Physical Education Majors

Learning styles of dance and physical education majors were described and compared. Subjects were 167 declared majors in 1982 from 9 universities (87 PE, 80 dance; 44 males, 115 females). Kolb's Learning Style Inventory which measures abstractness or concreteness and activity or reflectivity was given. By t test (.05) no significant differences in preferred learning style were found between majors or genders.

A Case–Control Study Evaluating the Impact of Dedicated Palliative Care Training on Critical Care Interventions at the end of Life

2021 ◽  
pp. 082585972110374
Author(s):  
Jee Y. You ◽  
Lie D. Ligasaputri ◽  
Adarsh Katamreddy ◽  
Kiran Para ◽  
Elizabeth Kavanagh ◽  
...  
Keyword(s):  
Palliative Care ◽  
Critical Care ◽  
High Risk ◽  
End Of Life ◽  
Poor Prognosis ◽  
Medical Interventions ◽  
Risk Of Death ◽  
Before And After ◽  
The Difference ◽  
The Impact

Many patients admitted to intensive care units (ICUs) are at high risk of dying. We hypothesize that focused training sessions for ICU providers by palliative care (PC) certified experts will decrease aggressive medical interventions at the end of life. We designed and implemented a 6-session PC training program in communication skills and goals of care (GOC) meetings for ICU teams, including house staff, critical care fellows, and attendings. We then reviewed charts of ICU patients treated before and after the intervention. Forty-nine of 177 (28%) and 63 of 173 (38%) patients were identified to be at high risk of death in the pre- and postintervention periods, respectively, and were included based on the study criteria. Inpatient mortality (45% vs 33%; P = .24) and need for mechanical ventilation (59% vs 44%, P = .13) were slightly higher in the preintervention population, but the difference was not statistically significant. The proportion of patients in whom the decision not to initiate renal replacement therapy was made because of poor prognosis was significantly higher in the postintervention population (14% vs 67%, P = .05). There was a nonstatistically significant trend toward earlier GOC discussions (median time from ICU admission to GOC 4 vs 3 days) and fewer critical care interventions such as tracheostomies (17% vs 4%, P = .19). Our study demonstrates that directed PC training of ICU teams has a potential to reduce end of life critical care interventions in patients with a poor prognosis.

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