Peyton Margo A, Lea Andrew S, Strowd Roy E, Salas Rachel Marie E, Gamaldo Charlene E, Leung Doris G
From the Department of Neurology (M.A.P.), Mass General Brigham; Department of Medicine (A.S.L.), Brigham and Women's Hospital, Boston, MA; Department of Neurology (R.E.S.), Wake Forest School of Medicine, Winston-Salem, NC; and Department of Neurology (R.M.E.S., C.E.G., D.G.L.), Johns Hopkins University School of Medicine, Baltimore, MD.
Neurol Educ. 2023 Dec 6;2(4):e200102. doi: 10.1212/NE9.0000000000200102. eCollection 2023 Dec 22.
The Accreditation Council for Graduate Medical Education and the Association of American Medical Colleges' commitment to competency-based medical education (CBME) has shifted the medical education landscape. Education methods conducive to CBME are learner-centered and give educators the opportunity to develop a more personalized approach to curricular development and delivery. By understanding learning preferences, educators are better positioned to respond to the changing needs of students. The Learning Preference Inventory (LPI) is a validated tool that assesses preferences across 3 domains: (1) content delivery (concrete vs abstract), (2) instruction (teacher-centered vs student-centered), and (3) learning structure (individual vs interpersonal). Using the LPI, our objective was to describe the learning preferences of medical students in the Neurology clerkship and to evaluate how preferences correlate with satisfaction with curricular elements.
A cohort of second-year through fourth-year medical students rotating through the required Neurology clerkship at a single institution was identified. All students completed the LPI and a survey to assess satisfaction with curricular elements, including an in-person localization session, virtual simulation, and a summative case study.
Five hundred thirty medical students were included. Preference for concrete content delivery was much more common than abstract (83% vs 17%); otherwise students were evenly divided in their preferences for teacher-centered vs learner-centered instruction and interpersonal vs individual learning structure. There was a significant difference in LPI responses across medical school years: More third-year and fourth-year students preferred individual learning structure compared with second-year students ( = 0.040). Learning preferences also correlated with course satisfaction survey responses. Student satisfaction with the course activities was overall positive, with 69% of students agreeing that the course enhanced their learning. Abstract learners were significantly more likely to report that the virtual simulation enhanced their learning than concrete learners ( = 0.018).
Neurology clerkship students demonstrated clear learning preferences that were associated with satisfaction with specific curricular content. There were significant differences in learning preferences across medical school years, suggesting that learning preferences may shift throughout training and may be influenced by clinical exposure. In an educational environment that cultivates the success of all learners, the LPI provides important data to inform curricular development and achieve personalized medical education.
研究生医学教育认证委员会以及美国医学院协会对基于胜任力的医学教育（CBME）的承诺改变了医学教育格局。有利于CBME的教育方法以学习者为中心，使教育工作者有机会在课程开发和授课方面采用更个性化的方法。通过了解学习偏好，教育工作者能更好地应对学生不断变化的需求。学习偏好量表（LPI）是一种经过验证的工具，可评估三个领域的偏好：（1）内容呈现（具体与抽象），（2）教学方式（以教师为中心与以学生为中心），以及（3）学习结构（个体与人际）。我们的目的是利用LPI描述神经科实习医学生的学习偏好，并评估这些偏好与对课程内容满意度之间的相关性。
确定了一批在单一机构参加必修神经科实习的二年级至四年级医学生。所有学生都完成了LPI以及一项评估对课程内容满意度的调查，包括一次现场定位课程、虚拟模拟和一次总结性案例研究。
纳入了530名医学生。偏好具体内容呈现的学生比偏好抽象内容呈现的学生多得多（83%对17%）；在以教师为中心与以学习者为中心的教学方式以及人际与个体学习结构的偏好方面，学生们的分布较为均衡。不同医学院年级的LPI回答存在显著差异：与二年级学生相比，更多三年级和四年级学生偏好个体学习结构（P = 0.040）。学习偏好也与课程满意度调查回答相关。学生对课程活动的总体满意度较高，69%的学生认为该课程增强了他们的学习效果。抽象学习者比具体学习者更有可能报告虚拟模拟增强了他们的学习效果（P = 0.018）。
神经科实习医学生表现出明确的学习偏好，这些偏好与对特定课程内容的满意度相关。不同医学院年级的学习偏好存在显著差异，这表明学习偏好在整个培训过程中可能会发生变化，并且可能受到临床接触的影响。在一个促进所有学习者取得成功的教育环境中，LPI提供了重要数据，可为课程开发提供参考并实现个性化医学教育。
