The Fallacy of Learning Styles in Medical Education: An Evidence-Based Critique
In the field of medical education, to understand how people learn, many learning theories have been proposed, and in the same context, learning styles also have attracted immense attention. Learning style refers to the wide range of approaches people prefer to adopt and process information to ensure...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Wolters Kluwer Medknow Publications
2024-05-01
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| Series: | Archives of Medicine and Health Sciences |
| Subjects: | |
| Online Access: | https://journals.lww.com/10.4103/amhs.amhs_99_23 |
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| Summary: | In the field of medical education, to understand how people learn, many learning theories have been proposed, and in the same context, learning styles also have attracted immense attention. Learning style refers to the wide range of approaches people prefer to adopt and process information to ensure learning. Furthermore, many studies have specified the importance of learning styles and the need that it must be given due consideration by teachers to facilitate and expedite learning among medical students. However, questions have even emerged with regard to the actual utility of learning styles in augmenting learning and making a call about learning outcomes. Considering that preference for learning style changes over a period of time, is often multimodal, and that learning results due to the interplay of a wide range of other internal and external factors and not only because of the learning style. In conclusion, even though learning style has its own scope and utility, the available scientific evidence indicates that preference for learning styles might not be able to ascertain learning outcomes. |
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| ISSN: | 2321-4848 2321-6085 |