Learning Styles in Medical Education

This assignment delves into the concept of learning styles within the context of medical education. It examines research findings on preferred learning styles among medical students, highlighting variations based on factors like profession and educational setting. The analysis draws upon several studies conducted in diverse healthcare institutions across the globe.

Critical application of personal learning styles and impact on practice
development
1. Introduction:
The process of learning occurs by different methods or styles in a group of
individuals [Banu et al, 2014]. Knowledge is acquired by different individuals by
specific styles of learning [Banu et al, 2014].The various skills and attitudes that
are adapted or attained by learning essentially occur by means of different
learning styles amongst individuals [Banu et al, 2014].A style of learning was
defined by Keefe in 1987 as a combination of individual characters of cognitive,
physiological, and affective factors or characteristics [Banu et al, 2014]. These
factors are typically described to serve as indicators that have relative stability
and the perception of the learner about the interactions and the individual
response to the environment of learning [Banu et al, 2014].Keefe additionally
observed that when these styles of learning amongst a group of students is
assessed by facilitators of learning or professors, the student is inclined to learn
better [Banu et al, 2014]. According to David Kolb, has noted that the creation of
knowledge occurs through the transitions occurring in experience [Banu et al,
2014; Salehi, 2007].Each experience of a novel nature leads to a certain amount
of learning in an individual [Banu et al, 2014; Salehi, 2007].
Research has indicated that the experience of learning is largely improvised
when the motivation of students is done by adapting to their preferred style of
learning [Katsioloudis and Fantz, 2012; Miller, 2001]. Learning styles essentially

reflect the qualities of a person that affect the way in which one grasps
information presented to them [Katsioloudis and Fantz, 2012]. The learning style
additionally impacts the interaction of the individual with the learning
environment, peer group, instructors, or information providers [Katsioloudis and
Fantz, 2012].The different types of learners find different methods of information
provision effective in learning or acquiring the knowledge [Katsioloudis and
Fantz, 2012]. The broad division of learners based on their learning styles
includes: visual or multimodal style of learning, sensing style of learning, verbal
learning style, learning style of an active nature, and sequential style of learning
[Katsioloudis and Fantz, 2012]. The style of sensing usually includes an intuitive
or sensory method for information procurement such as by means of concept,
innovation, theoretical, practical, or real-life examples [Katsioloudis and Fantz,
2012]. The visual or multimodal style includes visual information sources like
pictures, flow-charts or diagrams, the verbal style includes learning by listening to
others, active learning occurs by participation or thinking about the information,
and the sequential style of learning involves the acquisition of information in
organised or hierarchical steps [Katsioloudis and Fantz, 2012].
The students of nursing have different styles of learning and it is important for the
instructors to identify and adapt their methods of instruction to their style
[Katsioloudis and Fantz, 2012]. The VARK analysis tool is especially useful for
the identification of the style. The acronym VARK expands to visual, aural,
read/write, and kinaesthetic styles[Leite et al, 2009]. The preference of each

student is different and the effectiveness of learning largely increases when the
student is exposed to that particular style [Leite et al, 2009].
2. Discussion of learning styles with literature review:
Nursing as a profession has a considerable amount of dependence on practice
[Tichelaar, et al, course material from Turku University of Applied Sciences,
2013]. The quality of nursing and learning of clinical practice inclusive of the
nursing environment has a significant impact on the nursing students and their
instructors [Tichelaar, et al, course material from Turku University of Applied
Sciences, 2013]. The experience of nursing education draws heavily from the
identification of the style of learning [Tichelaar, et al, course material from Turku
University of Applied Sciences, 2013]. The experience in the clinical setting is
essential for the development of learning that the nursing students acquire during
their education and clinical practice [Tichelaar, et al, course material from Turku
University of Applied Sciences, 2013]. Instructors are required to provide the
appropriate assistance, guidance, and information based on the preferred
learning style in the individual students of nursing [Tichelaar, et al, course
material from Turku University of Applied Sciences, 2013].
The environment of nursing has developed into a highly technological
atmosphere in the recent times [Rassool and Rawaf, 2007]. There is a high
degree of autonomy in the nursing staff in the current clinical settings [Rassool
and Rawaf, 2007]. The increasing complexity in the divisions and the diagnoses,
the complexity of adaptation to the clinical environment increases for the nursing
students and practice nurses [Rassool and Rawaf, 2007].The concepts of style of

cognition and learning are essentially synonymous in definition [Rassool and
Rawaf, 2007]. The description of learning style was formulated by David Kolb in
1984 and he has divided the styles of learning into four primary divisions:
assimilator, converger, accommodator, and diverger[Rassool and Rawaf, 2007].
In literature, the definitions of learning styles have changed effectively over time.
The definition provided by Honey and Mumford in 1986 and 1992 respectively
have divided learning styles into: reflector, activists, pragmatists, and theorists
[Rassool and Rawaf, 2007].
Learning styles have been researched widely in nursing education and practice
over several years [Rassool and Rawaf, 2007].Research has extensively studied
the students of nursing in order to adapt a style of learning [Rassool and Rawaf,
2007]. Research has found that the reflective style of learning is found
predominantly amongst the students of nursing [Rassool and Rawaf, 2007].
Research has additionally indicated that most students and nursing practitioners
have well-defined and concrete preferences in the style of learning [Rassool and
Rawaf, 2007].
3. Personal learning styles (VARK) and preferred learning style:
In the recent times, the VARK tool for the assessment of personal learning styles
amongst nursing students has gained immense popularity [Leite et al, 2009]. The
VARK is an inventory of four primary styles of learning: visual, aural, read/write,
and kinesthetic [Leite et al, 2009]. The VARK tool uses a specific questionnaire
that includes leading questions with preferred options for information acquisition
[Leite et al, 2009]. Based on the responses provided by the individual, their

personal VARK style of learning is indicated [Leite et al, 2009]. These questions
are in the form of small-scale tests that suggest the method of learning for each
individual [Leite et al, 2009]. The options provided describe each learning style
preference in detail [Leite et al, 2009]. The VARK scale has been found to have a
satisfactory level of consistency in the results obtained [Leite et al, 2009].
Potential concerns with the word-choice of the items and the algorithm format of
the scale used for scoring were identified in the VARK scale [Leite et al,
2009].These concerns have to be identified and analyzed [Leite et al, 2009].The
visual style is described as the style of learning that prefers visual depiction of
information using graphs, charts, maps, flow-charts, or diagrams [Leite et al,
2009]. The aural or auditory mode has a perception-based preference [Leite et
al, 2009]. These learners prefer listening to discussions, lectures, informatory
talks, or chat sessions [Leite et al, 2009]. The read/write style includes the ability
to write and read information extensively. The kinesthetic style involves active
participation in the learning process. These learners prefer to experience or
practice the information in a practical setting [Leite et al, 2009].
I have identified that my preferred style of learning according to the VARK
questionnaire response analysis is the multimodal style of learning. The
multimodal style is a combination of the visual and the read/write strategy. This
essentially makes me a learner who prefers the visual as well as the reading and
writing of information for learning. Therefore, my preference indicates that I can
learn the best with the help of visual aids and graphical representations of
information such as maps, graphs, diagrams etc. Additionally, I have an ability to

write well and read information that is documented in great technical detail [Leite
et al, 2009].
4. Learning environment and staff mix:
My learning environment is a hospital setting and has real-time patients in the
hospital purview. The staff mix is, in fact, quite diverse and includes experienced
nurses who have an approximate of 15 years of experience as registered nurses,
a mentor with about 20 years of nursing experience, a few mentees who are
furst-year students of nursing, and practice nurses with about 1 or 2 years’
additional experience as compared with my experience. I believe that my
learning environment is challenging and fast-paced. The environment for learning
provides several challenges to me as the majority of the staff mix has higher
experience than I do, which increases my anxiety in several occasions. I feel
challenged during several patient encounters and emergencies where the others
in the group are usually aware of the necessary steps to be taken. Not much is
expected from the student group due to which I feel singled out and anxious to
contribute to the care protocol. Most practical situations require that we learn by
observing others and make urgent notes, or pick up information from our brief
encounters with the patient and the physicians. I find this situation challenging as
there are not many opportunities for reading and writing information along with
the lack of opportunity to access visual information formats during emergencies
and practical patient care situations.
5. Strengths and weaknesses of the preferred learning style in the
environment:

The styles of learning have a significant role to play in the effectiveness of
nursing practice. My preferred style as indicated by the VARK scale is the
multimodal style of learning. I have found that my learning environment poses
several situations that require practical learning and experiencing the patient
situation first-hand. I find that the most noteworthy disadvantage of the
multimodal style of learning is that the hospital situation requires a more
kinesthetic approach. I believe that there is an urgent need to train myself to
adapt a slightly kinesthetic and aural approach in learning. The primary reason
for this is that most of my interactions with physicians and patients is verbal. The
information that I procure from them is verbal in nature and it requires a high
amount of concentration.
On the other hand, the advantage of the multimodal style of learning is that my
reading and writing abilities are strong and this provides an edge in terms of
academic and sound theoretical knowledge. I find that it allows me to understand
the physiological and pathological basis for the treatment plan. I have an ability to
grasp information through various diagrams, maps, flow-charts, and graphs. The
multimodal style of learning has facilitated the amount of technical knowledge
gained over the years. The multimodal style of learning has a considerable
number of strengths and weaknesses. I believe that along with the understanding
that the multimodal style provides, it is essential to develop the other two styles
of learning namely the aural and the kinesthetic approach. In the staff mix that I
am associated with, there is a strong need for quick and accurate learning and

execution which needs to be addressed by adequate improvement of the
preferred learning style.
6. Conclusion:
Nursing is a profession that is closely associated with practice and involves a
considerable extent of practical learning. Learning styles have been long studied,
especially in nursing students. The effectiveness of learning and information
acquisition is enhanced when the mentors and instructors of students of nursing
education make the information more accessible to the students through their
preferred style of learning. Each individual has a preferred style of learning and it
is most often identifiable and concrete. The adaptation of the instructor to the
preferred style of learning greatly enhances the effectiveness of the information
transfer.
Literature has several divisions and considerations for learning styles. There are
several studies in literature that divide the learning style of individuals. The VARK
tool for the assessment of learning style is one of the most widely used, recent
tools. The adaptation of learning styles to the learning environment is an
essential way to learn in a clinical practice setting. The concept of learning style
is therefore one of the most prominent and noteworthy aspects of nursing
education and practice.

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