Gouvea Silva Gabriela, Ribeiro Filho Marco Antonio, da Silva Costa Carlos Dario, Pedroso Vilela Torres de Carvalho Stela Regina, de Souza Menezes Joao Daniel, Querino da Silva Matheus, Donega Martinez William, Cardoso Goncalves Bruno, Almeida de Arnaldo Silva Rodriguez Castro Natália, Vianney Cidrão Nunes Luiz, Santos Emerson Roberto, Landim Gonçalves Cristóvão Helena, Lins Werneck Alexandre, Bertolazzo Quitério Alex, Maciel Lopes Sonia Maria, Vaz-Oliani Denise, Facio Fernando, da Silva Fucuta Patrícia, de Abreu Lima Alba Regina, Brienze Vania M S, Caldas Heloisa Cristina, Andre Julio Cesar
Center for Studies and Development of Health, Faculdade de Medicina de São José do Rio Preto, Avenida Brigadeiro Faria Lima, 5416, São José do Rio Preto, 15090-000, Brazil, 55 17982022252.
Reproductive Medicine Center of University Hospital Center Cova da Beira, University of Beira Interior, Covilhã, Portugal.
JMIR Med Educ. 2025 Sep 5;11:e66766. doi: 10.2196/66766.
Learning style is a biologically and developmentally imposed configuration of personal characteristics that makes the same teaching method effective for some and ineffective for others. Studies support a relationship between learning style and career choice, resulting in learning style patterns observed in distinct types of residency programs, which can also be applied to general surgery, from medical school to the latest stages of training. The methodologies, populations, and contexts of the few studies pertinent to the matter are very different from one another, and a scoping review on this theme will unequivocally enhance and organize what is already known.
The goal of this study is to identify and map out data from studies that report on learning styles in medical students, surgical residents, medical staff, and surgical teachers.
The search strategy was performed on September 25, 2023, by a librarian and digital search strategy expert, through the descriptors "learning, style" and "surgery." The databases consulted were Embase, SCOPUS, Web of Science, and PubMed through descriptors and their synonyms, according to MeSH (Medical Subject Headings). Of the 213 articles found, 135 articles remained after the exclusion of duplicates. The remaining 78 articles were analyzed by 3 of the researchers independently. A total of 27 articles were selected, and 2 articles were excluded because the full article was not found.
A total of 25 articles were included in the review. A total of 96% (n=24) of the articles used cognitive theories as their theoretical basis. Regarding learning style instruments, 36% (n=9) articles used the visual, aural, read, and kinesthetic learning method instrument, and 40% (n=10) articles chose Kolb's learning style inventory. The papers concentrate especially on the 2010s, and most of them are from North America (16/25, 64%) or Europe (6/25, 24%). The smallest study had 15 participants and the biggest had 1549 participants. The included studies primarily focused on surgical residents (21/25, 84%), with fewer targeting faculty and staff (9/25, 36%). The primary objectives of the studies were to investigate the relationship between learning styles and performance (15/25, 60%), gender differences (7/25, 28%), changes over time (4/25, 16%), and motivation (3/25, 12%).
This scoping review reveals a limited and geographically concentrated body of research on learning styles in surgery education, primarily focusing on surgical residents and using Kolb's learning style inventory and visual, aural, read, and kinesthetic learning method instruments. Considerable gaps exist regarding geographical diversity and the study of medical staff and faculty. These findings underscore the need for future research with a broader scope to better inform educational strategies in surgery.
学习风格是一种由生物和发育因素决定的个人特征组合，使得相同的教学方法对一些人有效而对另一些人无效。研究支持学习风格与职业选择之间的关系，这导致在不同类型的住院医师培训项目中观察到学习风格模式，这种模式也可应用于从医学院到最新培训阶段的普通外科。与该问题相关的少数研究的方法、人群和背景彼此差异很大，对这一主题进行范围综述将明确地加强和整理已有的知识。
本研究的目的是识别并梳理报告医学生、外科住院医师、医务人员和外科教师学习风格的研究数据。
2023年9月25日，由一位图书馆员和数字搜索策略专家通过“学习、风格”和“外科”描述词进行搜索策略。根据医学主题词表（MeSH），通过描述词及其同义词查询的数据库有Embase、SCOPUS、科学引文索引和PubMed。在找到的213篇文章中，排除重复项后还剩135篇文章。其余78篇文章由3名研究人员独立分析。共选出27篇文章，排除2篇文章，因为未找到全文。
本综述共纳入25篇文章。共有96%（n = 24）的文章以认知理论为理论基础。关于学习风格工具，36%（n = 9）的文章使用视觉、听觉、阅读和动觉学习方法工具，40%（n = 10）的文章选择科尔布学习风格量表。这些论文尤其集中在2010年代，其中大部分来自北美（16/25，64%）或欧洲（6/25，24%）。最小的研究有15名参与者，最大的有1549名参与者。纳入的研究主要集中在外科住院医师（21/25，84%），针对教职员工的较少（9/25，36%）。研究的主要目的是调查学习风格与表现之间的关系（15/25，60%）、性别差异（7/25，28%）、随时间的变化（4/25，16%）和动机（3/25，12%）。
本范围综述揭示了外科教育中关于学习风格的研究有限且地域集中，主要集中在外科住院医师，使用科尔布学习风格量表以及视觉、听觉、阅读和动觉学习方法工具。在地域多样性以及医务人员和教职员工的研究方面存在相当大的差距。这些发现强调了未来需要进行更广泛范围的研究，以便更好地为外科教育策略提供信息。
