Department of Surgery, Division of Plastic Surgery, University of North Carolina, Chapel Hill, North Carolina, USA.
J Surg Educ. 2010 Sep-Oct;67(5):290-6. doi: 10.1016/j.jsurg.2010.07.001.
Faced with work-hour restrictions, educators are mandated to improve the efficiency of resident and medical student education. Few studies have assessed learning styles in medicine; none have compared teaching and learning preferences. Validated tools exist to study these deficiencies. Kolb describes 4 learning styles: converging (practical), diverging (imaginative), assimilating (inductive), and accommodating (active). Grasha Teaching Styles are categorized into "clusters": 1 (teacher-centered, knowledge acquisition), 2 (teacher-centered, role modeling), 3 (student-centered, problem-solving), and 4 (student-centered, facilitative).
Kolb's Learning Style Inventory (HayGroup, Philadelphia, Pennsylvania) and Grasha-Riechmann's TSS were administered to surgical faculty (n = 61), residents (n = 96), and medical students (n = 183) at a tertiary academic medical center, after informed consent was obtained (IRB # 06-0612). Statistical analysis was performed using χ(2) and Fisher exact tests.
Surgical residents preferred active learning (p = 0.053), whereas faculty preferred reflective learning (p < 0.01). As a result of a comparison of teaching preferences, although both groups preferred student-centered, facilitative teaching, faculty preferred teacher-centered, role-modeling instruction (p = 0.02) more often. Residents had no dominant teaching style more often than surgical faculty (p = 0.01). Medical students preferred converging learning (42%) and cluster 4 teaching (35%). Statistical significance was unchanged when corrected for gender, resident training level, and subspecialization.
Significant differences exist between faculty and residents in both learning and teaching preferences; this finding suggests inefficiency in resident education, as previous research suggests that learning styles parallel teaching styles. Absence of a predominant teaching style in residents suggests these individuals are learning to be teachers. The adaptation of faculty teaching methods to account for variations in resident learning styles may promote a better learning environment and more efficient faculty-resident interaction. Additional, multi-institutional studies using these tools are needed to elucidate these findings fully.
面对工作时间限制，教育工作者必须提高住院医师和医学生教育的效率。很少有研究评估医学中的学习方式；也没有比较教学和学习偏好。现已有验证有效的工具来研究这些不足。Kolb 将学习风格描述为 4 种类型：聚合（实践型）、发散（想象型）、同化（归纳型）和顺应（主动型）。Grasha 教学风格分为“集群”：1（以教师为中心，知识获取）、2（以教师为中心，角色扮演）、3（以学生为中心，解决问题）和 4（以学生为中心，促进）。
在获得知情同意（IRB#06-0612）后，在一所三级学术医疗中心，对外科教员（n=61）、住院医师（n=96）和医学生（n=183）进行了 Kolb 学习风格清单（HayGroup，费城，宾夕法尼亚州）和 Grasha-Riechmann 的 TSS 测试。使用 χ(2)和 Fisher 精确检验进行统计分析。
外科住院医师更喜欢主动学习（p=0.053），而教员更喜欢反思性学习（p<0.01）。通过比较教学偏好，尽管两组都更喜欢以学生为中心、促进式教学，但教员更喜欢以教师为中心、角色扮演式教学（p=0.02）。住院医师比外科教员更经常没有主要教学风格（p=0.01）。医学生更喜欢聚合学习（42%）和集群 4 教学（35%）。当按性别、住院医师培训水平和专业细分校正后，统计显著性保持不变。
教员和住院医师在学习和教学偏好方面存在显著差异；这一发现表明住院医师教育效率低下，因为之前的研究表明学习风格与教学风格平行。住院医师没有主要教学风格表明这些人正在学习成为教师。教员教学方法的适应以适应住院医师学习风格的变化可能会促进更好的学习环境和更有效的教员-住院医师互动。需要使用这些工具进行更多的多机构研究，以充分阐明这些发现。
