Awareness and usage of evidence-based learning strategies among health professions students and faculty

Piza, Felipe Maia de Toledo; Kesselheim, Jennifer C.; Perzhinsky, Juliette; Drowos, Joanna; Gillis, Roni; Moscovici, Khen; Danciu, Theodora E.; Kosowska, Agnieszka; Gooding, Holly C.

doi:10.1080/0142159x.2019.1645950

Cited by 28 publications

(24 citation statements)

References 29 publications

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“…What could, or should, be done about the persistence of this neuromyth, in a discipline for which evidence-based practice is the gold standard? A recent survey study of health professions educators found that Learning Styles was the most popular teaching technique, even when compared to aforementioned techniques which are obviously effective ( Piza et al, 2019 ). The fact that future doctors, nurses, pharmacists etc.…”

Section: Discussionmentioning

confidence: 99%

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The Learning Styles Neuromyth Is Still Thriving in Medical Education

Newton

Najabat-Lattif

Santiago

et al. 2021

Front. Hum. Neurosci.

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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.

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Section: Discussionmentioning

confidence: 99%

“…It would seem reasonable to assume that the teaching of clinical practice would be held to a similar standard. However, a recent survey of educators showed that the most widely used teaching technique, by far, was based upon Learning Styles ( Piza et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

The Learning Styles Neuromyth Is Still Thriving in Medical Education

Newton

Najabat-Lattif

Santiago

et al. 2021

Front. Hum. Neurosci.

View full text Add to dashboard Cite

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“…Despite this, multiple studies have shown that a majority of educators in HE believe that matching teaching to these Learning Styles will result in improved outcomes for learners [e.g., (Dandy and Bendersky, 2014;Newton and Miah, 2017;Piza et al, 2019)].…”

Section: Ineffective Teaching Methodsmentioning

confidence: 99%

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

2020

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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.

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“…More importantly, the lifelong learning needed for successful independent practice requires metacognitive skills, including the understanding and utilization of effective learning strategies. 10,11,[24][25][26] Indeed, the Center for Advancement of Pharmacy Education includes metacognition as part of self-awareness, one of the required educational subdomains in pharmacy education. 27 Furthermore, given the link between healthy habits and learning, the American Association of Colleges of Pharmacy (AACP) encouraged schools of pharmacy to contribute to and promote a culture of wellness and resilience among students.…”

Section: Introductionmentioning

confidence: 99%