scholarly journals The Learning Styles Neuromyth Is Still Thriving in Medical Education

2021 ◽  
Vol 15 ◽  
Author(s):  
Philip M. Newton ◽  
Hannah Farukh Najabat-Lattif ◽  
Gabriella Santiago ◽  
Atharva Salvi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Research Evidence ◽  
Educational Practice ◽  
Health Professions ◽  
Fundamental Principle ◽  
Evidence Based ◽  
Research Papers ◽  
Sensory Preference

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.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

scholarly journals The Case for Pragmatic Evidence-Based Higher Education: A Useful Way Forward?

2020 ◽  
Vol 5 ◽  
Author(s):  
Philip M. Newton ◽  
Ana Da Silva ◽  
Sam Berry
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Educational Practice ◽  
Teaching Quality ◽  
Practice Change ◽  
Teaching Skills ◽  
Evidence Based ◽  
Policy And Practice ◽  
What Works ◽  
Practical Teaching

Arguments for and against the idea of evidence-based education have occupied the academic literature for decades. Those arguing in favor plead for greater rigor and clarity to determine “what works.” Those arguing against protest that education is a complex, social endeavor and that for epistemological, theoretical and political reasons it is not possible to state, with any useful degree of generalizable certainty, “what works.” While academics argue, policy and practice in Higher Education are beset with problems. Ineffective methods such as “Learning Styles” persist. Teaching quality and teacher performance are measured using subjective and potentially biased feedback. University educators have limited access to professional development, particularly for practical teaching skills. There is a huge volume of higher education research, but it is disconnected from educational practice. Change is needed. We propose a pragmatic model of Evidence-Based Higher Education, empowering educators and others to make judgements about the application of the most useful evidence, in a particular context, including pragmatic considerations of cost and other resources. Implications of the model include a need to emphasize pragmatic approaches to research in higher education, delivering results that are more obviously useful, and a pragmatic focus on practical teaching skills for the development of educators in Higher Education.

Learning styles of physiology students interested in the health professions

2009 ◽  
Vol 33 (1) ◽  
pp. 30-36 ◽  
Author(s):  
Jennifer Breckler ◽  
David Joun ◽  
Huy Ngo
Keyword(s):  
Gender Differences ◽  
Academic Success ◽  
Learning Styles ◽  
Career Choice ◽  
Student Learning ◽  
Learning Style ◽  
Health Professions ◽  
Learning Preferences ◽  
Multimodal Learning ◽  
Student Groups

Student learning may be classified according to the sensory modalities by which one prefers to take in information. One such classification scheme uses the VARK instrument, which categorizes learning preferences as visual (V), auditory (A), reading-writing (R), or kinesthetic (K). Many students have a single, strong preferences (“unimodal”), whereas others have multiple (“multimodal”) learning preferences. Although limited in scope and reliability, knowledge of student learning preferences is important for reasons of pedagogy. Teaching and student learning styles may also affect student academic success in science coursework and fulfillment of student career goals. In our study, we determined the learning preferences of upper-division students in a human physiology course during a 2-yr period at a public undergraduate institution in California. We also sought to determine the association between individual learning styles and stated career intentions. We found that the majority of students interested in the health professions have multimodal learning preferences. Furthermore, a greater percentage of premedical students had multimodal preferences compared with predental and prescientist students. When data were compared by gender, we found that more female than male students had multimodal learning preferences. We also observed some gender differences when separating student groups by career choice. For example, more premedical men had multimodal preferences compared with nonpremedical men. In contrast to men, women showed little differences in their learning style profiles whether premedical or not and also self-predicted their learning preferences more accurately. Thus, career choice may be an important consideration in determining whether or not there are gender differences among students.

scholarly journals LEARNING STYLE AS A FACTOR INFLUENCING THE EFFECTIVENESS OF THE INQUIRY-BASED SCIENCE EDUCATION AT LOWER SECONDARY SCHOOLS

2016 ◽  
Vol 15 (5) ◽  
pp. 588-601
Author(s):  
Jiří Škoda ◽  
Pavel Doulík ◽  
Martin Bílek ◽  
Ivana Šimonová
Keyword(s):  
Science Education ◽  
Learning Styles ◽  
Learning Style ◽  
Quantitative Research ◽  
Educational Practice ◽  
Individual Characteristics ◽  
Learning Activities ◽  
Long Term Results ◽  
Short Term

The IBSE has become a rather frequently applied strategy of directing learning activities in teaching science subjects. However, results of the IBSE effectiveness are not clear. A more detailed analysis is required which will reflect learners´ individual characteristics. Therefore, the main aim of this research is to discover what the effectiveness of IBSE reflecting individual learning style is. The learning style categorization followed the Honey and Mumford´s variation on the Kolb´s system. The IBSE effectiveness was detected by the didactic test consisting of 15 PISA-style tasks. The research was conducted in the sample of 332 learners who were exposed to IBSE for five months. Their knowledge was tested before, immediately after and four months after the IBSE approach was applied in lessons. The collected data were processed by ANOVA and Tukey HSD test. The results show that the highest short-term results were reached with learners preferring concrete sensing; the highest long-term results were reached with those of active processing of information. This finding might be caused by better use of metacognition and acquiring such individual metacognitive strategies which learners apply at utilization of information. Further on, the IBSE should focus on mechanisms of fixing the acquired knowledge. Key words: inquiry-based science education, learning styles, educational practice, quantitative research, identification of learning results.

scholarly journals Using Online Instruments to Assess Learning Styles of Health Professions Students: A Pilot Study

2012 ◽  
Author(s):  
Robin Sabo ◽  
Rene Singles ◽  
John Toner ◽  
Jean Toner ◽  
Susan Naeve-Velguth ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Athletic Training ◽  
Communication Disorders ◽  
Health Professions ◽  
Online Version ◽  
Convenience Sample ◽  
Keirsey Temperament Sorter ◽  
Significant Difference ◽  
Health Related

Understanding their own learning styles can assist students as they relate to one another and ultimately to their future clients. Purpose: The purpose of this study was to describe the preferred learning and personality styles of a convenience sample of Central Michigan University students enrolled in the following health-related professions: Athletic Training, Communication Disorders, Social Work, and Physician Assistant. Method: Students completed two self-administered online instruments used to measure learning styles, the VARK and the online version of the Keirsey Temperament Sorter II (KTS-II). Associations between VARK learning style scores and the online Keirsey Temperament Sorter II results were also examined. Results: Seventy-four percent of the students scored as Guardians (Sensing-Judging) based on the online KTS-II report and 62% were multimodal learners on the online version of the VARK. Conclusion: This study confirmed previous findings that Guardian is the preferred temperament type on the MBTI/KTS-II for health professions students. Average scores on the VARK and the Keirsey did not differ between the various health-related disciplines; however, students scoring as Idealists (Intuition/Feeling) on the Keirsey had significantly higher Aural scores on the VARK when compared to those with Guardian temperaments. There was no significant difference found between Keirsey groups and how they scored on Vark-V (Visual), R/W (Read/Write), or K (Kinesthetic) learning style dimensions.

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.

scholarly journals Identifikasi Gaya Belajar ditinjau dari Kecenderungan Bakat Khusus pada Mahasiswa Program Studi Bimbingan dan Konseling Universitas Muhammadiyah Metro

2019 ◽  
Vol 3 (1) ◽  
pp. 79-84
Author(s):  
Agus Wibowo ◽  
Nurul Atieka
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Learning Process ◽  
Visual Learning ◽  
Educational Practice ◽  
Individual Characteristics ◽  
Guidance And Counseling ◽  
Study Program ◽  
Student Learning Styles

IDENTIFICATION OF LEARNING STYLES BASED FROM SPECIAL TALENT STUDENT PROGRAM STUDY OF GUIDANCE AND COUNSELING UM METRO. Pragmatism of educational practice can be seen from learning process without based of individual characteristics. This condition appears in the selection of methods and strategies of lstudents who tend to be oriented towards teacher oriented. In learning identification the characteristics of students are very poorly identified by teachers. Based from the problems, it is very important to study and identify student talents and student learning styles. Through this research, it is expected to be a reference in the development of the learning process based of special talents and student learning styles. This study aims to identify the characteristics of talent, learning styles, and the relationship between talent and learning styles in students. The method used is correlational research. Data collection uses aptitude tests and learning style scales.The results of research is majority students guidance and counseling study program of UM Metro have special talent is vebal talent, dan characteristics of style learning is visual learning. Thus the results of the study also show that the majority of students who have a verbal talent are also types of visual learning.

scholarly journals Evidence-Based Educational Practice

2017 ◽  
Author(s):  
Tone Kvernbekk
Keyword(s):  
Research Evidence ◽  
Educational Practice ◽  
Evidence Based ◽  
Randomized Controlled ◽  
What Works ◽  
Dynamic Relation ◽  
Truth Value ◽  
Causal Nature ◽  
And Function ◽  
Inus Condition

Evidence-based practice (EBP) is a buzzword in contemporary professional debates, for example, in education, medicine, psychiatry, and social policy. It is known as the “what works” agenda, and its focus is on the use of the best available evidence to bring about desirable results or prevent undesirable ones. We immediately see here that EBP is practical in nature, that evidence is thought to play a central role, and also that EBP is deeply causal: we intervene into an already existing practice in order to produce an output or to improve the output. If our intervention brings the results we want, we say that it “works.” How should we understand the causal nature of EBP? Causality is a highly contentious issue in education, and many writers want to banish it altogether. But causation denotes a dynamic relation between factors and is indispensable if one wants to be able to plan the attainment of goals and results. A nuanced and reasonable understanding of causality is therefore necessary to EBP, and this we find in the INUS-condition approach. The nature and function of evidence is much discussed. The evidence in question is supplied by research, as a response to both political and practical demands that educational research should contribute to practice. In general, evidence speaks to the truth value of claims. In the case of EBP, the evidence emanates from randomized controlled trials (RCTs) and presumably speaks to the truth value of claims such as “if we do X, it will lead to result Y.” But what does research evidence really tell us? It is argued here that a positive RCT result will tell you that X worked where the RCT was conducted and that an RCT does not yield general results. Causality and evidence come together in the practitioner perspective. Here we shift from finding causes to using them to bring about desirable results. This puts contextual matters at center stage: will X work in this particular context? It is argued that much heterogeneous contextual evidence is required to make X relevant for new contexts. If EBP is to be a success, research evidence and contextual evidence must be brought together.

Learning Styles and Correlates

1985 ◽  
Vol 56 (1) ◽  
pp. 243-246 ◽  
Author(s):  
Robert R. Hayden ◽  
Margery S. Brown
Keyword(s):  
Middle Class ◽  
Learning Styles ◽  
Learning Style ◽  
College Freshmen ◽  
College Experience ◽  
Significant Shift ◽  
Discriminant Functions ◽  
Men And Women ◽  
Follow Up Study

In the first of two investigations, 116 college freshmen and senior men and women from middle-class backgrounds responded to measures which assessed their preferred learning styles. Differences between classes indicated that, whereas freshmen were heterogeneous in the choices of learning style, seniors preferred learning through abstract conceptualization. Canonical discriminant functions further differentiated sexes and classes. In a follow-up study, 29 seniors who participated in the first study as freshmen again responded to the measures. As seniors they were predominantly abstract conceptualizers, suggesting that learning styles do shift over the four-year college experience. Discriminant functions correctly classified 73% of cases by sex and class. Results are discussed in light of Kolb's theory as related to this significant shift in preferred learning style.

HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

2020 ◽  
Vol 1 (01) ◽  
pp. 13-20
Author(s):  
Dian Saputra
Keyword(s):  
Learning Styles ◽  
Computer System ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Auditory Learning ◽  
Analysis Techniques ◽  
Post Test ◽  
The Subject ◽  
The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of  Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of  Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of  Central Bengkulu

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