The approaches to learning of specialist physicians

Abstract

Recent studies have provided information about the approaches to studying and learning used by medical students. However, no published work is available on the approaches of practising doctors. The Adelaide Diagnostic Learning Inventory for Medical Students (ADLIMS) was modified and administered to a random sample of 308 physicians (internists). Generally speaking, physicians seem to have lower scores on surface approach and higher scores on deep approach than students. Level of clinical experience did not appear to influence this finding. However, marked differences were apparent between the approaches adopted by physicians with additional postgraduate academic training and those without. The former had a much stronger tendency to use the more desirable deep approach. The latter seemed to rely more on the less desirable surface approach. Further longitudinal studies will be required to determine whether this difference is attributable to self-selection of those who have already developed a deep approach or is causally related to a training in research. Although these findings must be interpreted with caution, some implications are clear. Physicians should become more aware of the way they learn and about the way they teach. Inappropriate patterns of learning may be entrenched during the undergraduate and immediate postgraduate years. If validated, these findings may provide support for the inclusion of research projects in medical school and during specialist training.

Learning strategies used by Cardiology residents: Assessment of learning styles and their correlations

“…In accordance with Ramsem and colleagues (1984), the nature of teaching style can influence a student's learning style (Newble & Hejka, 1990). This includes teaching methods as well as the level of commitment and enthusiasm imparted by the faculty.…”

“…Additionally, Newble and colleagues evaluated learning styles of a sample of 308 residents, observing a marked difference in the manner of approaching their studies, among both those with and without post-graduate training (Newble & Hejka, 1990;Newble & Gorgon, 1985;Ramsem, 1984). Those with post-graduate studies demonstrated a learning style deeply affected by acquired knowledge (Newble & Hejka, 1990).…”

“…Those with post-graduate studies demonstrated a learning style deeply affected by acquired knowledge (Newble & Hejka, 1990).…”

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“…The former was perceived as being compatible with non-traditional, reflective learning, the latter with the traditional, surface learning approach with which they had been familiar and comfortable as undergraduates and qualified pharmacists before the SP Course. Newble, Hejka & Whelan (1990) and Powell (1989) also referred to this surface and deep approach view of learning for CE and CPD respectively in relation to medical practitioners and nurses.…”

Professional Development is Enhanced by Serving as a Mini-CEX Preceptor

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