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Titolo:
Learning preferences and learning styles: a study of Wessex general practice registrars
Autore:
Lesmes-Anel, J; Robinson, G; Moody, S;
Indirizzi:
Lake Rd Res & Dev Practice, Portsmouth PO1 4JT, Hants, England Lake Rd Res& Dev Practice Portsmouth Hants England PO1 4JT ants, England
Titolo Testata:
BRITISH JOURNAL OF GENERAL PRACTICE
fascicolo: 468, volume: 51, anno: 2001,
pagine: 559 - 564
SICI:
0960-1643(200107)51:468<559:LPALSA>2.0.ZU;2-D
Fonte:
ISI
Lingua:
ENG
Soggetto:
PRACTITIONERS;
Keywords:
learning; style theory; general practice registrars;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Clinical Medicine
Citazioni:
20
Recensione:
Indirizzi per estratti:
Indirizzo: Robinson, G Lake Rd Res & Dev Practice, Nutfield Pl, Portsmouth PO1 4JT, Hants, England Lake Rd Res & Dev Practice Nutfield Pl Portsmouth Hants England PO1 4JT
Citazione:
J. Lesmes-Anel et al., "Learning preferences and learning styles: a study of Wessex general practice registrars", BR J GEN PR, 51(468), 2001, pp. 559-564

Abstract

Background: Experienced trainers know that individual registrars react very differently to identical learning experiences generated during the year in practice. This divergence reflects differences in registrars' learning styles. Only one study of United Kingdom (UK) general practitioners' learningstyles has been undertaken. Learning style theory predicts that matching learning preference with learning style will enhance learning. This paper researches for the first time the evidence in the setting of UK general practice. Aim: To determine, for the general practice registrars within the Wessex Region the nature of their learning preferences and learning styles and correlations between them. Design of study: A descriptive confidential postal questionnaire survey. Setting: Fifty-seven registrars identified in the Wessex Region with a minimum experience of six months in general practice. Method: The questionnaire gathered demographic data (sex, age, experience in general practice, years post-registration, and postgraduate qualifications). Learning preferences were elicited using a six-point Likert scale for learning experiences. The Honey and Mumford Learning Style Questionnaire (LSQ) elicited the registrars' learning styles. A second questionnaire was sent to non-responders. Results: The response rate was 74%. Registrars report that interactive learning with feedback is preferred, but more passive learning formats remain valued. A wide range of learning style scores was found. The Honey and Mumford LSQ mean scores fell within the reflector-theorist quadrant. Evidence for correlations between learning preferences and learning styles was also found, in particular for the multiple choice question and audit components of summative assessment. Conclusion: A wide range of registrar learning styles exists in Wessex, and initial correlations are described between learning preferences and learning styles as predicted by style theory. This work sets the stage for a shared understanding and use of learning style theory to enhance professional learning throughout a GP's career. More research is needed in this domain.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 05/04/20 alle ore 23:09:45