Presentation on theme: "Physician know thyself!"— Presentation transcript:
1Physician know thyself! Identifying learning needs & using learning stylesDr Abayomi McEwenDr Susi Caesar11th October 2006
2To encourage you to become more effective learners AimTo encourage you to become more effective learners
3B the end of this session you will be able to… Give examples of ways to identify your learning needsOutline an approach to classifying learning stylesChallenge your current learning methodsHave started thinking about the place of learning styles in your professional development
5Responses from some Registrars re motivation to learn Interest in topicExamMakes job easierCompetitionFeelings of inadequacyWanting to be competent and professionalCuriosity
6Responses from some Registrars re motivation to learn Appraisal & FeedbackDriven to teachNot wanting to look silly (again!)
7Principles of Motivation Most of us have in-built urge to attempt to achieveNeeds related to specific goalsNeeds & goals unstable relationshipSame needs produce very different behaviour indifferent individualsAll have many needs but only few being acted upon at any one timeNeeds related to specific goalsSelf imageGroup bondingSecurityExtrinsic & intrinsic factors
13Do any of these help us to find out what we don’t know we need to learn?!
14Johari’s Window Learning needs known to both Blind spot Known to self(Registrar knows)Unknown to self(Registrar does not know)Known to others(Trainerknows)Learning needs known to bothBlind spotUnknown to othersdoes notknow)Learning need hidden from TrainerNo idea what learning needs are
15Using Johari’s Window UNKNOWN HIDDEN BLIND OPEN TELL Known to self (Registrar knows)Unknown to self(Registrar does not know)Known to others(Trainerknows)Unknown to othersdoes notknow)UNKNOWNHIDDENBLINDOPENTELLASK/LISTEN
16Reaching the blind spot! PEP CDTesting/EvaluationTopics avoidedFeedbackScanning the journalsSome answers given by Trainer/Registrar group
18Planning the next steps Reviewing the experience The Learning CycleHaving an experiencePlanning the next stepsReviewing the experienceConcludingfrom theexperienceHoney & Mumford, 199230
19Discuss the effective features of a recent learning experience
20Registrars’ response on experience of an effective learning activity RelevantAddressed a need (exam)Appropriate time & placeSufficient time – not rushedSafe & supportive environmentPositive FeedbackSelf esteem maintainedRewarded by pleasing teacher/family
21Registrars’ response on experience of an effective learning activity Experiential learning when appropriateTeacher has skills & ability to teach subjectTeacher personality/teaching styleVaried stimulus
22Learning Styles What sort of learning suits you best? Did you choose (consciously or unconsciously) that learning opportunity to suit your style?Have you done an assessment of your learning style?
24Kolb’s Learning Style Inventory ConvergerProblem solverHypothetical deductive reasoning (general to specificDivergerViews situations from many perspectivesRelied heavily on brainstorming & generation of ideasDEDUCTIVEWe might begin with thinking up a theory about our topic of interest.We then narrow that down into more specific hypotheses that we can test.We narrow down even further when we collect observations to address the hypotheses.This ultimately leads us to be able to test the hypotheses with specific data-- a confirmation (or not) of our original theories.
25Kolb’s Learning Style Inventory AssimilatorInductive reasoningCreate theoretical modelsAccommodatorCarrying out plans & experimentsAdapts to immediate specific circumstancesInductivewe begin with specific observations and measuresbegin to detect patterns and regularities,formulate some tentative hypotheses that we can explore,finally end up developing some general conclusions or theories.
26VARK Preferences NOT Strengths VisualAuralReading/WritingKinaestheticVisual (V): This preference includes the depiction of information in charts, graphs, flow charts, and all the symbolic arrows, circles, hierarchies and other devices that instructors use to represent what could have been presented in words.Aural (A): This perceptual mode describes a preference for information that is "heard." People with this modality report that they learn best from lectures, tutorials, tapes, and talking to other colleagues.Read/write (R): This preference is for information displayed as words.Kinesthetic (K): By definition, this modality refers to the "perceptual preference related to the use of experience and practice (simulated or real)." Although such an experience may invoke other modalities, the key is that the student is connected to reality, "either through experience, example, practice or simulation"(VARK inventory developed in 1987 by Neil Fleming, Lincoln University, New Zealand)
27VARK Visual preference Charts Graphs All symbolic arrows, circles etc that teachers use to replace words
28VARK Aural/Auditory preference information that is "heard." Lectures TutorialsTapesgroup discussionSpeakingweb chattalking things through
29VARK Read/Write preference Words many academics have a strong preference for this modalitytext-based input and outputreading and writing in all its forms.
30VARK Kinesthetic (perceptual) preference related to the use of experience and practice (simulated or real)the student is connected to reality, "either through experience, example, practice or simulation”other modalities may be invoked
31The Revision Guide to VARK Draw a mindmap, a diagram, cartoon or a pictureListen to a tape in the car or before going to sleepRewrite notes in brief with key words highlightedMake a model, touch key points, learn by doingVisualAuditoryReading / WritingKinaesthetic
33Activist Preference Gets home, throws the instructions away and starts making it at once LikesNew experiencesEngross in short term activitiesLike to generate ideasLoves limelightTo be thrown in at the deep endTo be involved with other peopleTo have a goDislikesPassive learningStanding backToo much dataWorking aloneTo be asked what has been learntTheoryRepetitionPrecise instructionsDetail
34Reflector Preference Reads the instructions, works out how to do it and then sleeps on it LikesLink with problem and subjectTo be shown techniquesPractice with feedbackRole modelApplication to own roleImmediate transferabilityRealityPractical issuesDislikesLearning that is not related to needsUnrealistic trainersLack of clarityInertiaBureaucracyNo real benefit to training
35Theorist Preference Reads the instructions and works out how to do it before starting, checks it out occasionally perhaps involving othersLikesTheoryTo be methodicalTo questionTo be stretchedStructure and clarityAnalysis & LogicIdeas and conceptsParticipate in complex situationsDislikesTo be thrown into somethingEmotions and feelingsUnstructured activitiesLack of policyLack of depthLack of validityMixing
36Pragmatist Preference Methodically works through the instructions with little discussion LikesObservingThinking about itInvestigationReviewingReportsSafe environment to share ideasNot to be rushedDislikesLimelightAction without planningShort noticeLack of informationRigid rulesTime pressureShort Cuts
38ACTIVISTS – What if? Evaluator / mediator needed Let them teach themselves and othersSelf discoveryLikes variety, things that are new, challenging, (competitive, in the limelight)
39REFLECTORS – Why? Need a motivator Create a reason Simulation / discussionPreparation and discussion time, time to think, assimilate
40THEORISTS – What? Need a teacher Give facts Structured information, challengingOpportunities for questions to probe and explore logic and assumptions
41PRAGMATISTS – How? Need a coach Let them try it Facilitation Make links between subject matter and problem area, practice techniques with feedback
42The IKEA link to Honey and Mumford Activists – IntuitiveGets home, throws the instructions away and starts building it at onceReflectors – ImaginativeReads the instructions and works out how to do it, then sleeps on it!Theorists – AnalyticalReads the instructions and works out how to do it before starting, perhaps checking it outPragmatists – PracticalMethodically works through using the instructions with little help
43Can you put your leaning style preferences in a hierarchical list?
44How can we apply this to ourselves? Imagine the learning need is to insert an IUCDDiscuss possible objectives that might go in your PDP if your preferred style is:ActivistReflectorTheoristPragmatist
45Going back to earlier exercise about recent effective learning? Did the teacher use teaching methods that matched your preferred learning styles?
46Which system/style? All of us can and do use all styles… best learners are balanced and can learn from most types of experience(this improves with age!)Strong preferences should be heeded if the learning need is importantLeast preferred styles can be consciously strengthened
47So what? Depending on your learning style preferences: You will have enjoyed different parts of this lectureYou will find this knowledge more or less usefulYou will be inspired to learn more effectively
48To encourage you to become more effective learners AimTo encourage you to become more effective learners
49B the end of this session you will be able to… Give examples of ways to identify your learning needsOutline an approach to classifying learning stylesChallenge your current learning methodsHave started thinking about the place of learning styles in your professional development
50Communication holds the key to effective learning…