Analysis of dermatology resident self-reported successful learning styles and implications for core competency curriculum development.

BACKGROUND

There are different teaching styles for delivering competency-based curricula. The education literature suggests that learning is maximized when teaching is delivered in a style preferred by learners.

AIMS

To determine if dermatology residents report learning style preferences aligned with adult learning.

METHOD

Dermatology residents attending an introductory cutaneous biology course completed a learning styles inventory assessing self-reported success in 35 active and passive learning activities. The 35 learning activities were ranked in order of preference by learners.

RESULTS

Mean overall ratings for active learning activities were significantly higher than for passive learning activities (P = 0.002).

CONCLUSIONS

Trends in dermatology resident learning style preferences should be considered during program curriculum development. Programs should integrate a variety of curriculum delivery methods to accommodate various learning styles, with an emphasis on the active learning styles preferred by residents.