Abstract
Background
There has been an emphasis on the implementation of self-directed learning in medical education. Kolb’s experiential learning theory could be a useful framework in curriculum development.
Activity
During the 2016–2017 academic year, participants completed the learning styles inventory. Percent time dedicated to lecture, laboratory, small groups, modules, simulations, and exams was collected along with participant academic performance.
Results
Findings showed that the curriculum delivery accommodated Assimilators and Convergers, with Convergers primarily outscoring the other categories.
Discussion
Although efforts emphasized self-directed learning, the curriculum is still delivered by lectures. Based on Kolb’s theory, lecturing benefits Converger and Assimilator learning styles.
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Reynolds, Q.J., Beck Dallaghan, G.L., Smith, K. et al. Comparison of Medical Student Learning Styles and Exam Performance in an Integrated Curriculum. Med.Sci.Educ. 29, 619–623 (2019). https://doi.org/10.1007/s40670-019-00766-6
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DOI: https://doi.org/10.1007/s40670-019-00766-6