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What Happens to the Principles of Evidence-Based Practice When Clinicians Become Educators? A Case Study of the Learning Styles Neuromyth

Anish Patil Orcid Logo, Phil Newton Orcid Logo

Medical Science Educator, Volume: 33, Issue: 5, Pages: 1117 - 1126

Swansea University Author: Phil Newton Orcid Logo

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DOI (Published version): 10.1007/s40670-023-01849-1

Abstract

Introduction: The approach of matching teaching practice to individual student "Learning Styles" has been repeatedly shown to be ineffective, even harmful. Yet, it appears a majority of educators believe it to be an effective approach. The status of Learning Styles theory in health profess...

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Published in: Medical Science Educator
ISSN: 2156-8650
Published: Springer Science and Business Media LLC 2023
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URI: https://cronfa.swan.ac.uk/Record/cronfa64014
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first_indexed 2023-08-02T13:03:51Z
last_indexed 2023-08-02T13:03:51Z
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spelling v2 64014 2023-08-02 What Happens to the Principles of Evidence-Based Practice When Clinicians Become Educators? A Case Study of the Learning Styles Neuromyth 6e0a363d04c407371184d82f7a5bddc8 0000-0002-5272-7979 Phil Newton Phil Newton true false 2023-08-02 PMSC Introduction: The approach of matching teaching practice to individual student "Learning Styles" has been repeatedly shown to be ineffective, even harmful. Yet, it appears a majority of educators believe it to be an effective approach. The status of Learning Styles theory in health professions education is unclear. Method: We surveyed health professions educators to determine whether they believed that Learning Styles theory is effective and whether this belief translates to action. We also test knowledge of Learning Styles theory. Results: 87.4% of participants are familiar with Learning Styles, but knowledge about specific models varies. 69.9% of participants believed that Learning Styles theory is effective, but only one-third of them were actually using it. Discussion: More effort is required to emphasise the importance of evidence-based educational awareness and practice in the healthcare community. As is the case with clinical practice, a culture of promoting pedagogy validated by the scientific method should be the norm. Journal Article Medical Science Educator 33 5 1117 1126 Springer Science and Business Media LLC 2156-8650 Learning styles; Neuromyths; Pedagogy; Postgraduate; VARK 1 8 2023 2023-08-01 10.1007/s40670-023-01849-1 http://dx.doi.org/10.1007/s40670-023-01849-1 COLLEGE NANME Medicine COLLEGE CODE PMSC Swansea University 2023-10-30T12:43:14.3110183 2023-08-02T14:02:23.5109488 Faculty of Medicine, Health and Life Sciences Swansea University Medical School - Medicine Anish Patil 0000-0001-9404-3906 1 Phil Newton 0000-0002-5272-7979 2
title What Happens to the Principles of Evidence-Based Practice When Clinicians Become Educators? A Case Study of the Learning Styles Neuromyth
spellingShingle What Happens to the Principles of Evidence-Based Practice When Clinicians Become Educators? A Case Study of the Learning Styles Neuromyth
Phil Newton
title_short What Happens to the Principles of Evidence-Based Practice When Clinicians Become Educators? A Case Study of the Learning Styles Neuromyth
title_full What Happens to the Principles of Evidence-Based Practice When Clinicians Become Educators? A Case Study of the Learning Styles Neuromyth
title_fullStr What Happens to the Principles of Evidence-Based Practice When Clinicians Become Educators? A Case Study of the Learning Styles Neuromyth
title_full_unstemmed What Happens to the Principles of Evidence-Based Practice When Clinicians Become Educators? A Case Study of the Learning Styles Neuromyth
title_sort What Happens to the Principles of Evidence-Based Practice When Clinicians Become Educators? A Case Study of the Learning Styles Neuromyth
author_id_str_mv 6e0a363d04c407371184d82f7a5bddc8
author_id_fullname_str_mv 6e0a363d04c407371184d82f7a5bddc8_***_Phil Newton
author Phil Newton
author2 Anish Patil
Phil Newton
format Journal article
container_title Medical Science Educator
container_volume 33
container_issue 5
container_start_page 1117
publishDate 2023
institution Swansea University
issn 2156-8650
doi_str_mv 10.1007/s40670-023-01849-1
publisher Springer Science and Business Media LLC
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str Swansea University Medical School - Medicine{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}Swansea University Medical School - Medicine
url http://dx.doi.org/10.1007/s40670-023-01849-1
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description Introduction: The approach of matching teaching practice to individual student "Learning Styles" has been repeatedly shown to be ineffective, even harmful. Yet, it appears a majority of educators believe it to be an effective approach. The status of Learning Styles theory in health professions education is unclear. Method: We surveyed health professions educators to determine whether they believed that Learning Styles theory is effective and whether this belief translates to action. We also test knowledge of Learning Styles theory. Results: 87.4% of participants are familiar with Learning Styles, but knowledge about specific models varies. 69.9% of participants believed that Learning Styles theory is effective, but only one-third of them were actually using it. Discussion: More effort is required to emphasise the importance of evidence-based educational awareness and practice in the healthcare community. As is the case with clinical practice, a culture of promoting pedagogy validated by the scientific method should be the norm.
published_date 2023-08-01T12:43:13Z
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score 11.016235

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