Abstract
BackgroundStudents may have different learning styles. It is unclear, however, whether tailoring instructional methods for a student’s preferred learning style improves educational outcomes when teaching procedures. The authors sought to examine whether teaching to a student’s self-perceived learning style improved the acquisition of intravenous (IV) catheter placement skills. The authors hypothesized that matching a medical student’s preferred learning style with the instructor’s teaching style would increase the success of placing an IV catheter.MethodsUsing the VARK model (i.e., visual [V], auditory [A], read/write [R] and kinesthetic [K]), third-year medical students reported their self-perceived learning style and were subsequently randomized to instructors who were trained to teach according to a specific learning format (i.e., visual, auditory). Success was gauged by: 1) the placement of an IV on the first attempt and 2) the number of attempts made until an IV line was successfully placed.ResultsThe average number of attempts in the matched learning style group was 1.53, compared to 1.64 in the unmatched learning style group; however, results were not statistically significant. Both matched and unmatched groups achieved a similar success rate (57 and 58 %, respectively). Additionally, a comparison of success between the unmatched and matched students within each learning style modality yielded no statistical significance.ConclusionsResults suggest that providing procedural instruction that is congruent with a student’s self-perceived learning style does not appear to improve outcomes when instructing students on IV catheter placement.
Highlights
Over one hundred years have passed since the Flexner Report identified inadequacies in medical education and outlined a plan for reform that included standardized curricula, formation of an accreditation system, and integration of clinical skills and didactics [1, 2]
A major limitation of medical education has been its focus on the basic sciences, with modest integration of clinical skills, professionalism and ethics into the practice of clinical medicine [2, 3]
Integrative curricula afford the potential for improved student
Summary
It is unclear, whether tailoring instructional methods for a student’s preferred learning style improves educational outcomes when teaching procedures. The authors sought to examine whether teaching to a student’s self-perceived learning style improved the acquisition of intravenous (IV) catheter placement skills. A major limitation of medical education has been its focus on the basic sciences, with modest integration of clinical skills, professionalism and ethics into the practice of clinical medicine [2, 3]. Proposed strategies for such curricular integration have included simulations, problem solving and team-based learning [3]. The typical medical school curriculum does not implement an assessment to identify student learning preferences
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