Stratman Erik J, Vogel Curt A, Reck Samuel J, Mukesh Bickol N
Department of Dermatology (4K5), Marshfield Clinic, 1000 North Oak Avenue, Marshfield, WI 54449, USA.
Med Teach. 2008;30(4):420-5. doi: 10.1080/01421590801946988.
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.
To determine if dermatology residents report learning style preferences aligned with adult learning.
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.
Mean overall ratings for active learning activities were significantly higher than for passive learning activities (P = 0.002).
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.
在传授基于能力的课程时存在不同的教学风格。教育文献表明，当教学以学习者偏好的风格进行时，学习效果最佳。
确定皮肤科住院医师报告的学习风格偏好是否与成人学习一致。
参加皮肤生物学入门课程的皮肤科住院医师完成了一份学习风格问卷，评估他们在35项主动和被动学习活动中的自我报告成功率。学习者按偏好顺序对这35项学习活动进行了排名。
主动学习活动的平均总体评分显著高于被动学习活动（P = 0.002）。
在项目课程开发过程中应考虑皮肤科住院医师学习风格偏好的趋势。课程应整合多种授课方法以适应不同的学习风格，尤其要强调住院医师偏好的主动学习风格。
