Advertisement

How to Use Learning Preferences to Optimize Teaching Effectiveness

  • Paul R. SuttonEmail author
  • Heather A. McPhillips
Chapter

Abstract

Learners differ in their preferences and aptitudes for acquiring, consolidating, and integrating new information. Similarly, teachers have a variety of preferences, strategies, and strengths for teaching. While it is conceptually attractive to imagine that simply matching “learning styles” and “teaching styles” will lead to better educational outcomes, this conclusion is not supported by the available research. Rather, understanding learning and teaching styles allows the clinical teacher to improve educational outcomes by (a) presenting information in a variety of styles and (b) troubleshoot challenging teacher-student interactions.

Keywords

Learning preferences Learning inventory Myers-Briggs Type Indicator Teaching preferences Extrovert Introvert 

References

  1. 1.
    Cook DA, Smith AJ. Validity of index of learning styles scores: multitrait-multimethod comparison with three cognitive/learning style instruments. Med Educ. 2006;40(9):900–7.CrossRefPubMedGoogle Scholar
  2. 2.
    Romanelli F, Bird E, Ryan M. Learning styles: a review of theory, application, and best practices. Am J Pharm Educ. 2009;73(1):9.CrossRefPubMedGoogle Scholar
  3. 3.
    Cook DA, Thompson WG, Thomas KG, Thomas MR. Lack of interaction between sensing-intuitive learning styles and problem-first versus information-first instruction: a randomized crossover trial. Adv Health Sci Educ Theory Pract. 2009;14(1):79–90.CrossRefPubMedGoogle Scholar
  4. 4.
    Shope TC, Frohna JG, Frohna AZ. Using the Myers-Briggs Type Indicator (MBTI) in the teaching of leadership skills. Med Educ. 2000;34(11):956.PubMedGoogle Scholar
  5. 5.
    Greenberg LW, Goldberg RM, Foley RP. Learning preference and personality type: their association in paediatric residents. Med Educ. 1996;30(4):307–11.CrossRefPubMedGoogle Scholar
  6. 6.
    Cook DA. Reliability and validity of scores from the index of learning styles. Acad Med. 2005;80(10 Suppl):S97–101.CrossRefPubMedGoogle Scholar
  7. 7.
    Briggs Meyers I. MBTI manual. Palo Alto: Consulting Psychologists; 1998.Google Scholar
  8. 8.
    Felder RM, Silverman L. Learning and teaching styles in engineering education [Electronic version]. Eng Educ. 1988;78(7):674–81.Google Scholar
  9. 9.
    Hirsh SK, Kummerow JM. Introduction to type in organizations. 3rd ed. Mountain View: CPP; 1998.Google Scholar

Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.Division of General Internal Medicine, Department of MedicineUniversity of Washington School of MedicineSeattleUSA
  2. 2.Department of PediatricsUniversity of Washington School of MedicineSeattleUSA

Personalised recommendations