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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...
Autores principales: | , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2016
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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. |
format | Online Article Text |
id | pubmed-4983082 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2016 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
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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