| Improving education under work-hour restrictions: comparing learning and teaching preferences of faculty, residents, and students. | |
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MedLine Citation:
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PMID: 21035768 Owner: NLM Status: In-Process |
Abstract/OtherAbstract:
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BACKGROUND: Faced with work-hour restrictions, educators are mandated to improve the efficiency of resident and medical student education. Few studies have assessed learning styles in medicine; none have compared teaching and learning preferences. Validated tools exist to study these deficiencies. Kolb describes 4 learning styles: converging (practical), diverging (imaginative), assimilating (inductive), and accommodating (active). Grasha Teaching Styles are categorized into "clusters": 1 (teacher-centered, knowledge acquisition), 2 (teacher-centered, role modeling), 3 (student-centered, problem-solving), and 4 (student-centered, facilitative). STUDY DESIGN: Kolb's Learning Style Inventory (HayGroup, Philadelphia, Pennsylvania) and Grasha-Riechmann's TSS were administered to surgical faculty (n = 61), residents (n = 96), and medical students (n = 183) at a tertiary academic medical center, after informed consent was obtained (IRB # 06-0612). Statistical analysis was performed using χ(2) and Fisher exact tests. RESULTS: Surgical residents preferred active learning (p = 0.053), whereas faculty preferred reflective learning (p < 0.01). As a result of a comparison of teaching preferences, although both groups preferred student-centered, facilitative teaching, faculty preferred teacher-centered, role-modeling instruction (p = 0.02) more often. Residents had no dominant teaching style more often than surgical faculty (p = 0.01). Medical students preferred converging learning (42%) and cluster 4 teaching (35%). Statistical significance was unchanged when corrected for gender, resident training level, and subspecialization. CONCLUSIONS: Significant differences exist between faculty and residents in both learning and teaching preferences; this finding suggests inefficiency in resident education, as previous research suggests that learning styles parallel teaching styles. Absence of a predominant teaching style in residents suggests these individuals are learning to be teachers. The adaptation of faculty teaching methods to account for variations in resident learning styles may promote a better learning environment and more efficient faculty-resident interaction. Additional, multi-institutional studies using these tools are needed to elucidate these findings fully. |
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Authors:
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Megan C Jack; Sonya B Kenkare; Benjamin R Saville; Stephanie K Beidler; Sam C Saba; Alisha N West; Michael S Hanemann; John A van Aalst |
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Publication Detail:
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Type: Journal Article |
Journal Detail:
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Title: Journal of surgical education Volume: 67 ISSN: 1878-7452 ISO Abbreviation: J Surg Educ Publication Date: 2010 Sep-Oct |
Date Detail:
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Created Date: 2010-11-01 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 101303204 Medline TA: J Surg Educ Country: United States |
Other Details:
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Languages: eng Pagination: 290-6 Citation Subset: IM |
Copyright Information:
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Copyright © 2010 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved. |
Affiliation:
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Department of Surgery, Division of Plastic Surgery, University of North Carolina, Chapel Hill, North Carolina, USA. |
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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