Journal article 405 views
What Happens to the Principles of Evidence-Based Practice When Clinicians Become Educators? A Case Study of the Learning Styles Neuromyth
Anish Patil 
,
Phil Newton
,
Phil Newton
Medical Science Educator, Volume: 33, Issue: 5, Pages: 1117 - 1126
Swansea University Author:
Phil Newton
Full text not available from this repository: check for access using links below.
DOI (Published version): 10.1007/s40670-023-01849-1
Abstract
Introduction: The approach of matching teaching practice to individual student "Learning Styles" has been repeatedly shown to be ineffective, even harmful. Yet, it appears a majority of educators believe it to be an effective approach. The status of Learning Styles theory in health profess...
| Published in: | Medical Science Educator |
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| ISSN: | 2156-8650 |
| Published: |
Springer Science and Business Media LLC
2023
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| Online Access: |
Check full text
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa64014 |
| Abstract: |
Introduction: The approach of matching teaching practice to individual student "Learning Styles" has been repeatedly shown to be ineffective, even harmful. Yet, it appears a majority of educators believe it to be an effective approach. The status of Learning Styles theory in health professions education is unclear. Method: We surveyed health professions educators to determine whether they believed that Learning Styles theory is effective and whether this belief translates to action. We also test knowledge of Learning Styles theory. Results: 87.4% of participants are familiar with Learning Styles, but knowledge about specific models varies. 69.9% of participants believed that Learning Styles theory is effective, but only one-third of them were actually using it. Discussion: More effort is required to emphasise the importance of evidence-based educational awareness and practice in the healthcare community. As is the case with clinical practice, a culture of promoting pedagogy validated by the scientific method should be the norm. |
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| Keywords: |
Learning styles; Neuromyths; Pedagogy; Postgraduate; VARK |
| College: |
Faculty of Medicine, Health and Life Sciences |
| Issue: |
5 |
| Start Page: |
1117 |
| End Page: |
1126 |