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Does tailoring instructional style to a medical student’s self-perceived learning style improve performance when teaching intravenous catheter placement? A randomized controlled study

BACKGROUND: Students may have different learning styles. It is unclear, however, whether tailoring instructional methods for a student’s preferred learning style improves educational outcomes when teaching procedures. The authors sought to examine whether teaching to a student’s self-perceived learn...

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Autores principales: Papanagnou, Dimitrios, Serrano, Antonio, Barkley, Kaitlyn, Chandra, Shruti, Governatori, Nicholas, Piela, Nicole, Wanner, Gregory K., Shin, Richard
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2016
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4983082/
https://www.ncbi.nlm.nih.gov/pubmed/27520578
http://dx.doi.org/10.1186/s12909-016-0720-3
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author Papanagnou, Dimitrios
Serrano, Antonio
Barkley, Kaitlyn
Chandra, Shruti
Governatori, Nicholas
Piela, Nicole
Wanner, Gregory K.
Shin, Richard
author_facet Papanagnou, Dimitrios
Serrano, Antonio
Barkley, Kaitlyn
Chandra, Shruti
Governatori, Nicholas
Piela, Nicole
Wanner, Gregory K.
Shin, Richard
author_sort Papanagnou, Dimitrios
collection PubMed
description BACKGROUND: Students may have different learning styles. It is unclear, however, whether tailoring instructional methods for a student’s preferred learning style improves educational outcomes when teaching procedures. The authors sought to examine whether teaching to a student’s self-perceived learning style improved the acquisition of intravenous (IV) catheter placement skills. The authors hypothesized that matching a medical student’s preferred learning style with the instructor’s teaching style would increase the success of placing an IV catheter. METHODS: Using the VARK model (i.e., visual [V], auditory [A], read/write [R] and kinesthetic [K]), third-year medical students reported their self-perceived learning style and were subsequently randomized to instructors who were trained to teach according to a specific learning format (i.e., visual, auditory). Success was gauged by: 1) the placement of an IV on the first attempt and 2) the number of attempts made until an IV line was successfully placed. RESULTS: The average number of attempts in the matched learning style group was 1.53, compared to 1.64 in the unmatched learning style group; however, results were not statistically significant. Both matched and unmatched groups achieved a similar success rate (57 and 58 %, respectively). Additionally, a comparison of success between the unmatched and matched students within each learning style modality yielded no statistical significance. CONCLUSIONS: Results suggest that providing procedural instruction that is congruent with a student’s self-perceived learning style does not appear to improve outcomes when instructing students on IV catheter placement.
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spelling pubmed-49830822016-08-14 Does tailoring instructional style to a medical student’s self-perceived learning style improve performance when teaching intravenous catheter placement? A randomized controlled study Papanagnou, Dimitrios Serrano, Antonio Barkley, Kaitlyn Chandra, Shruti Governatori, Nicholas Piela, Nicole Wanner, Gregory K. Shin, Richard BMC Med Educ Research Article BACKGROUND: Students may have different learning styles. It is unclear, however, whether tailoring instructional methods for a student’s preferred learning style improves educational outcomes when teaching procedures. The authors sought to examine whether teaching to a student’s self-perceived learning style improved the acquisition of intravenous (IV) catheter placement skills. The authors hypothesized that matching a medical student’s preferred learning style with the instructor’s teaching style would increase the success of placing an IV catheter. METHODS: Using the VARK model (i.e., visual [V], auditory [A], read/write [R] and kinesthetic [K]), third-year medical students reported their self-perceived learning style and were subsequently randomized to instructors who were trained to teach according to a specific learning format (i.e., visual, auditory). Success was gauged by: 1) the placement of an IV on the first attempt and 2) the number of attempts made until an IV line was successfully placed. RESULTS: The average number of attempts in the matched learning style group was 1.53, compared to 1.64 in the unmatched learning style group; however, results were not statistically significant. Both matched and unmatched groups achieved a similar success rate (57 and 58 %, respectively). Additionally, a comparison of success between the unmatched and matched students within each learning style modality yielded no statistical significance. CONCLUSIONS: Results suggest that providing procedural instruction that is congruent with a student’s self-perceived learning style does not appear to improve outcomes when instructing students on IV catheter placement. BioMed Central 2016-08-12 /pmc/articles/PMC4983082/ /pubmed/27520578 http://dx.doi.org/10.1186/s12909-016-0720-3 Text en © The Author(s). 2016 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
spellingShingle Research Article
Papanagnou, Dimitrios
Serrano, Antonio
Barkley, Kaitlyn
Chandra, Shruti
Governatori, Nicholas
Piela, Nicole
Wanner, Gregory K.
Shin, Richard
Does tailoring instructional style to a medical student’s self-perceived learning style improve performance when teaching intravenous catheter placement? A randomized controlled study
title Does tailoring instructional style to a medical student’s self-perceived learning style improve performance when teaching intravenous catheter placement? A randomized controlled study
title_full Does tailoring instructional style to a medical student’s self-perceived learning style improve performance when teaching intravenous catheter placement? A randomized controlled study
title_fullStr Does tailoring instructional style to a medical student’s self-perceived learning style improve performance when teaching intravenous catheter placement? A randomized controlled study
title_full_unstemmed Does tailoring instructional style to a medical student’s self-perceived learning style improve performance when teaching intravenous catheter placement? A randomized controlled study
title_short Does tailoring instructional style to a medical student’s self-perceived learning style improve performance when teaching intravenous catheter placement? A randomized controlled study
title_sort does tailoring instructional style to a medical student’s self-perceived learning style improve performance when teaching intravenous catheter placement? a randomized controlled study
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4983082/
https://www.ncbi.nlm.nih.gov/pubmed/27520578
http://dx.doi.org/10.1186/s12909-016-0720-3
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