Learning styles in vertically integrated teaching

Brumpton, Kay; Kitchener, Scott; Sweet, Linda

doi:10.1111/tct.12024

Cited by 7 publications

(11 citation statements)

References 7 publications

(9 reference statements)

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“…Enjoyment has previously been identified as an important motivator for teachers [16] and has also been found in this research to be important for the learners. Finding ways of maintaining the enjoyment factor in learning will be important, particularly with the likely stresses of increasing clinical workload associated with an aging population and retiring GP workforce [26].…”

Section: Discussionsupporting

confidence: 66%

“…Van de Mortel et al [15] identified that shared learning was promoted by enabling factors such as small group facilitation, reinforcing factors such as targeted funding and predisposing factors such as participant attributes. Brumpton et al [16] have identified that different learning preferences of GP registrars and medical students should be considered in VI.…”

Section: Introductionmentioning

confidence: 99%

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The learner’s perspective in GP teaching practices with multi-level learners: a qualitative study

et al. 2014

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BackgroundMedical students, junior hospital doctors on rotation and general practice (GP) registrars are undertaking their training in clinical general practices in increasing numbers in Australia. Some practices have four levels of learner. This study aimed to explore how multi-level teaching (also called vertical integration of GP education and training) is occurring in clinical general practice and the impact of such teaching on the learner.MethodsA qualitative research methodology was used with face-to-face, semi-structured interviews of medical students, junior hospital doctors, GP registrars and GP teachers in eight training practices in the region that taught all levels of learners. Interviews were audio-recorded and transcribed. Qualitative analysis was conducted using thematic analysis techniques aided by the use of the software package N-Vivo 9. Primary themes were identified and categorised by the co-investigators.Results52 interviews were completed and analysed. Themes were identified relating to both the practice learning environment and teaching methods used.A practice environment where there is a strong teaching culture, enjoyment of learning, and flexible learning methods, as well as learning spaces and organised teaching arrangements, all contribute to positive learning from a learners’ perspective.Learners identified a number of innovative teaching methods and viewed them as positive. These included multi-level learner group tutorials in the practice, being taught by a team of teachers, including GP registrars and other health professionals, and access to a supernumerary GP supervisor (also termed “GP consultant teacher”). Other teaching methods that were viewed positively were parallel consulting, informal learning and rural hospital context integrated learning.ConclusionsVertical integration of GP education and training generally impacted positively on all levels of learner. This research has provided further evidence about the learning culture, structures and teaching processes that have a positive impact on learners in the clinical general practice setting where there are multiple levels of learners. It has also identified some innovative teaching methods that will need further examination. The findings reinforce the importance of the environment for learning and learner centred approaches and will be important for training organisations developing vertically integrated practices and in their training of GP teachers.

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Section: Discussionsupporting

confidence: 66%

Section: Introductionmentioning

confidence: 99%

The learner’s perspective in GP teaching practices with multi-level learners: a qualitative study

et al. 2014

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“…Theoretical alignment might be performed for: the context of the research; the choice of research methodology, or conclusions made . As readers, we experienced alignment as a positioning manoeuvre performed either to sensitise the reader to the author's perspective or to give credibility to a stance . In this positioning, language could be used to give the theory the status of an ‘accepted orthodoxy’ or an ‘ideal’ .…”

Section: Resultsmentioning

confidence: 99%

“…Some papers used theory to identify a research problem. Brumpton et al used experiential learning theory in this way by drawing on theories of learning styles to flag the possibility that there may be a problem with a mismatch between teaching and learning styles in their vertically integrated education programme . Van Roermund et al used the tenets of adult learning theory to flag the problem of matching the expectations and beliefs of educators with those of trainees in their peer debriefing workshops …”

Section: Resultsmentioning

confidence: 99%

Theory, a lost character? As presented in general practice education research papers

et al. 2019

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Objectives The use of theory in research is reflected in its presence in research writing. Theory is often an ineffective presence in medical education research papers. To progress the effective use of theory in medical education, we need to understand how theory is presented in research papers. This study aims to elicit how theory is being written into general practice (GP) vocational education research papers in order to elucidate how theory might be more effectively used. This has relevance for the field of GP and for medical education more broadly. Methods This is a scoping review of the presentation of theory in GP vocational education research published between 2013 and 2017. An interpretive approach is taken. We frame research papers as a form of narrative and draw on the theories of Aristotle's poetics and Campbell's monomyth. We seek parallels between the roles of theory in a research story and theories of characterisation. Results A total of 23 papers were selected. Theories of ‘reflective learning’, ‘communities of practice’ and ‘adult learning’ were most used. Six tasks were assigned to theory: to align with a position; to identify a research problem; to serve as a vehicle for an idea; to provide a methodological tool; to interpret findings, and to represent an object of examination. The prominence of theory in the papers ranged from cameo to major roles. Depending on the way theory was used and the audience, theory had different impacts. There were parallels between the tasks assigned to theory and the roles of four of Campbell's archetypal characters. Campbell's typology offers guidance on how theory can be used in research paper ‘stories’. Conclusions Theory can be meaningfully present in the story of a research paper if it is assigned a role in a deliberate way and this is articulated. Attention to the character development of theory and its positioning in the research story is important.

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“…Learning style preferences may vary based on level of training [19,20]. For example, one small study reported differences in the prevalence of multimodal learners among Australian rural general practice registrars compared to rural medical students [19]. …”

Section: Introductionmentioning

confidence: 99%

Internet-Based Assessment of Oncology Health Care Professional Learning Style and Optimization of Materials for Web-Based Learning: Controlled Trial With Concealed Allocation

Micheel¹,

Anderson²,

Lee³

et al. 2017

J Med Internet Res

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BackgroundPrecision medicine has resulted in increasing complexity in the treatment of cancer. Web-based educational materials can help address the needs of oncology health care professionals seeking to understand up-to-date treatment strategies.ObjectiveThis study aimed to assess learning styles of oncology health care professionals and to determine whether learning style-tailored educational materials lead to enhanced learning.MethodsIn all, 21,465 oncology health care professionals were invited by email to participate in the fully automated, parallel group study. Enrollment and follow-up occurred between July 13 and September 7, 2015. Self-enrolled participants took a learning style survey and were assigned to the intervention or control arm using concealed alternating allocation. Participants in the intervention group viewed educational materials consistent with their preferences for learning (reading, listening, and/or watching); participants in the control group viewed educational materials typical of the My Cancer Genome website. Educational materials covered the topic of treatment of metastatic estrogen receptor-positive (ER+) breast cancer using cyclin-dependent kinases 4/6 (CDK4/6) inhibitors. Participant knowledge was assessed immediately before (pretest), immediately after (posttest), and 2 weeks after (follow-up test) review of the educational materials. Study statisticians were blinded to group assignment.ResultsA total of 751 participants enrolled in the study. Of these, 367 (48.9%) were allocated to the intervention arm and 384 (51.1%) were allocated to the control arm. Of those allocated to the intervention arm, 256 (69.8%) completed all assessments. Of those allocated to the control arm, 296 (77.1%) completed all assessments. An additional 12 participants were deemed ineligible and one withdrew. Of the 552 participants, 438 (79.3%) self-identified as multimodal learners. The intervention arm showed greater improvement in posttest score compared to the control group (0.4 points or 4.0% more improvement on average; P=.004) and a higher follow-up test score than the control group (0.3 points or 3.3% more improvement on average; P=.02).ConclusionsAlthough the study demonstrated more learning with learning style-tailored educational materials, the magnitude of increased learning and the largely multimodal learning styles preferred by the study participants lead us to conclude that future content-creation efforts should focus on multimodal educational materials rather than learning style-tailored content.

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Learning styles in vertically integrated teaching

Cited by 7 publications

References 7 publications

The learner’s perspective in GP teaching practices with multi-level learners: a qualitative study

The learner’s perspective in GP teaching practices with multi-level learners: a qualitative study

Theory, a lost character? As presented in general practice education research papers

Internet-Based Assessment of Oncology Health Care Professional Learning Style and Optimization of Materials for Web-Based Learning: Controlled Trial With Concealed Allocation

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