Connect with us

Tag : learning styles

ABSTRACT: A cross-sectional study of learning styles among continuing medical education participants.

PURPOSE:Experiential learning has been suggested as a framework for planning continuing medical education (CME). We aimed to (1) determine participants' learning styles at traditional CME courses and (2) explore associations between learning styles and participant characteristics.MATERIALS AND METHODS:Cross-sectional study of all participants (n = 393) at two Mayo Clinic CME courses who

ABSTRACT: How residents learn predicts success in surgical residency

BACKGROUND:Predictors of success in surgical residency have been poorly understood. Previous studies have related prior performance to future success without consideration of personal attributes that help an individual succeed. Surgical educators should consider how residents learn to gain insight into early identification of residents at risk of failing to complete

MANUSCRIPT: Learning styles and preferences for live and distance education: an example of a specialisation course in epidemiology

Background Distance learning through the internet is increasingly popular in higher education. However, it is unknown how participants in epidemiology courses value live vs. distance education. Methods All participants of a 5-day specialisation course in epidemiology were asked to keep a diary on the number of hours they spent on course activities (both

MANUSCRIPT: Learning styles and pedagogy in learning: A systematic and critical review

“The sheer number of dichotomies betokens a serious failure of accumulated theoretical coherence and an absence of well-grounded findings, tested through replication. Or to put the point differently: there is some overlap among the concepts used, but no direct or easy comparability between approaches; there is no agreed ‘core’ technical

MANUSTRIPT: Learning styles and approaches to learning among medical undergraduates and postgraduates

Abstract BACKGROUND: The challenge of imparting a large amount of knowledge within a limited time period in a way it is retained, remembered and effectively interpreted by a student is considerable. This has resulted in crucial changes in the field of medical education, with a shift from didactic teacher centered and subject