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The Learning Styles Neuromyth Is Still Thriving in Medical Education / Phil Newton, Hannah Farukh Najabat-Lattif, Gabriella Santiago, Artharva Salvi

Frontiers in Human Neuroscience, Volume: 15

Swansea University Authors: Phil Newton, Gabriella Santiago, Artharva Salvi

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Abstract

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 e...

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Published in: Frontiers in Human Neuroscience
ISSN: 1662-5161
Published: Frontiers Media SA 2021
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URI: https://cronfa.swan.ac.uk/Record/cronfa57501
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spelling 2021-09-10T16:35:24.5038647 v2 57501 2021-08-03 The Learning Styles Neuromyth Is Still Thriving in Medical Education 6e0a363d04c407371184d82f7a5bddc8 0000-0002-5272-7979 Phil Newton Phil Newton true false 9fed0ec56118efb2fb777d1aff1f8c5b Gabriella Santiago Gabriella Santiago true false d1226a2c2dd9bb7c7ae468b3140a8787 Artharva Salvi Artharva Salvi true false 2021-08-03 PMSC 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. Journal Article Frontiers in Human Neuroscience 15 Frontiers Media SA 1662-5161 evidence based education, neuromyth, VARK learning style, Kolb, medical education 11 8 2021 2021-08-11 10.3389/fnhum.2021.708540 COLLEGE NANME Medicine COLLEGE CODE PMSC Swansea University 2021-09-10T16:35:24.5038647 2021-08-03T09:01:47.4368999 Swansea University Medical School Swansea University Medical School Phil Newton 0000-0002-5272-7979 1 Hannah Farukh Najabat-Lattif 2 Gabriella Santiago 3 Artharva Salvi 4 57501__20821__19fbe0ffe0df435580091bfa3e94e244.pdf 57501.pdf 2021-09-10T16:33:19.9794657 Output 207138 application/pdf Version of Record true Copyright © 2021 Newton, Najabat-Lattif, Santiago and Salvi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) true eng
title The Learning Styles Neuromyth Is Still Thriving in Medical Education
spellingShingle The Learning Styles Neuromyth Is Still Thriving in Medical Education
Phil, Newton
Gabriella, Santiago
Artharva, Salvi
title_short The Learning Styles Neuromyth Is Still Thriving in Medical Education
title_full The Learning Styles Neuromyth Is Still Thriving in Medical Education
title_fullStr The Learning Styles Neuromyth Is Still Thriving in Medical Education
title_full_unstemmed The Learning Styles Neuromyth Is Still Thriving in Medical Education
title_sort The Learning Styles Neuromyth Is Still Thriving in Medical Education
author_id_str_mv 6e0a363d04c407371184d82f7a5bddc8
9fed0ec56118efb2fb777d1aff1f8c5b
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author_id_fullname_str_mv 6e0a363d04c407371184d82f7a5bddc8_***_Phil, Newton
9fed0ec56118efb2fb777d1aff1f8c5b_***_Gabriella, Santiago
d1226a2c2dd9bb7c7ae468b3140a8787_***_Artharva, Salvi
author Phil, Newton
Gabriella, Santiago
Artharva, Salvi
author2 Phil Newton
Hannah Farukh Najabat-Lattif
Gabriella Santiago
Artharva Salvi
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publishDate 2021
institution Swansea University
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description 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.
published_date 2021-08-11T04:22:23Z
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