ERIC Number: EJ828781
Record Type: Journal
Publication Date: 2009-Mar
Abstractor: As Provided
Reference Count: 0
Lack of Interaction between Sensing-Intuitive Learning Styles and Problem-First versus Information-First Instruction: A Randomized Crossover Trial
Cook, David A.; Thompson, Warren G.; Thomas, Kris G.; Thomas, Matthew R.
Advances in Health Sciences Education, v14 n1 p79-90 Mar 2009
Background: Adaptation to learning styles has been proposed to enhance learning. Objective: We hypothesized that learners with sensing learning style would perform better using a problem-first instructional method while intuitive learners would do better using an information-first method. Design: Randomized, controlled, crossover trial. Setting: Resident ambulatory clinics. Participants: 123 internal medicine residents. Interventions: Four Web-based modules in ambulatory internal medicine were developed in both "didactic" (information first, followed by patient problem and questions) and "problem" (case and questions first, followed by information) format. Measurements: Knowledge posttest, format preference, learning style (Index of Learning Styles). Results: Knowledge scores were similar between the didactic (mean [plus or minus] standard error, 83.0 [plus or minus] 0.8) and problem (82.3 [plus or minus] 0.8) formats (p = 0.42; 95% confidence interval [CI] for difference, -2.3 to 0.9). There was no difference between formats in regression slopes of knowledge scores on sensing-intuitive scores (p = 0.63) or in analysis of knowledge scores by styles classification (sensing 82.5 [plus or minus] 1.0, intermediate 83.7 [plus or minus] 1.2, intuitive 81.0 [plus or minus] 1.5; p = 0.37 for main effect, p = 0.59 for interaction with format). Format preference was neutral (3.2 [plus or minus] 0.2 [1 strongly prefers didactic, 6 strongly prefers problem], p = .12), and there was no association between learning styles and preference (p = 0.44). Formats were similar in time to complete modules (43.7 [plus or minus] 2.2 vs 43.2 [plus or minus] 2.2 minutes, p = 0.72). Conclusions: Starting instruction with a problem (versus employing problems later on) may not improve learning outcomes. Sensing and intuitive learners perform similarly following problem-first and didactic-first instruction. Results may apply to other instructional media.
Descriptors: Cognitive Style, Learning Processes, Internal Medicine, Educational Media, Clinics, Teaching Methods, Intuition, Medical Students, Scores, Knowledge Level, Regression (Statistics), Problem Based Learning, Outcomes of Education, Graduate Medical Education, Internet, Computer Assisted Instruction, Measures (Individuals), Student Evaluation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A