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dc.contributor.authorBrumpton, K
dc.contributor.authorKitchener, S
dc.contributor.authorSweet, L
dc.date.accessioned2014-04-16
dc.date.accessioned2014-06-19T22:44:32Z
dc.date.accessioned2017-03-02T00:17:09Z
dc.date.available2017-03-02T00:17:09Z
dc.date.issued2013
dc.date.modified2014-06-19T22:44:32Z
dc.identifier.issn1743-4971
dc.identifier.doi10.1111/tct.12024
dc.identifier.urihttp://hdl.handle.net/10072/60704
dc.description.abstractBackground:  With vertical integration, registrars and medical students attend the same educational workshops. It is not known whether these learners have similar or different learning styles related to their level of education within the medical training schema. This study aims to collect information about learning styles with a view to changing teaching strategies. If a significant difference is demonstrated this will impact on required approaches to teaching. Methods:  The VARK learning inventory questionnaire was administered to 36 general practice registrars and 20 medical students. The learning styles were compared as individuals and then related to their level of education within the medical training schema. Results:  Students had a greater preference for multimodal learning compared with registrars (62.5 per cent versus 33.3 per cent, respectively). More than half of the registrars preferred uni or bimodal learning modalities, compared with one-third of the medical students. Discussion:  The present workshop format based on visual and aural material will not match the learning needs of most learners. This small study has shown that the majority of medical students and registrars could have their learning preferences better met by the addition of written material to the workshop series. Surprisingly, a significantly larger number of medical students than registrars appeared to be broadly multimodal in their learning style, and this warrants further research.
dc.description.peerreviewedNo
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherWiley-Blackwell Publishing Ltd
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom282
dc.relation.ispartofpageto286
dc.relation.ispartofissue5
dc.relation.ispartofjournalThe Clinical Teacher
dc.relation.ispartofvolume10
dc.rights.retentionY
dc.subject.fieldofresearchClinical sciences
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchcode3202
dc.subject.fieldofresearchcode3901
dc.titleLearning styles in vertically integrated teaching.
dc.typeJournal article
dc.type.descriptionC2 - Articles (Other)
dc.type.codec2x
gro.facultyGriffith Health Faculty
gro.hasfulltextNo Full Text
gro.griffith.authorKitchener, Scott J.
gro.griffith.authorBrumpton, Kay


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