physician know thyself! identifying learning needs & using learning styles dr abayomi mcewen dr...
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Physician know thyself!
Identifying learning needs & using learning styles
Dr Abayomi McEwenDr Susi Caesar
11th October 2006
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Aim
To encourage you to become more effective learners
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B the end of this session you will be able to…
• Give examples of ways to identify your learning needs
• Outline an approach to classifying learning styles
• Challenge your current learning methods• Have started thinking about the place of
learning styles in your professional development
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What motivates you to learn?
Pairs exercise
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Responses from some Registrars re motivation to learn
• Interest in topic
• Exam
• Makes job easier
• Competition
• Feelings of inadequacy
• Wanting to be competent and professional
• Curiosity
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Responses from some Registrars re motivation to learn
• Appraisal & Feedback
• Driven to teach
• Not wanting to look silly (again!)
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Principles of Motivation
• Most of us have in-built urge to attempt to achieve
• Needs related to specific goals
• Needs & goals unstable relationship– Same needs produce very different behaviour
indifferent individuals
• All have many needs but only few being acted upon at any one time
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The Motivational Cycle
NEED
OUTCOME
Fulfils
Stimulates
DRIVE Produces
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THE LEARNING CYCLE
Unconscious competence
Change
Unconscious incompetence
AwarenessLearning
Conscious competence
Mastery
Conscious incompetence
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What methods do you use now to identify your learning needs?
Pairs exercise
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Some Registrar’s responses on identifying learning needs
• Curriculum• Mistakes• Gaps (PUNS & DENS)• Change in protocols• Assessments• Medical Media• Lay media• Colleagues & Tutors
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Identifying Learning Needs
• Questionnaires• Tests• Interviews• Case Analysis• Observation• Critical Incident• Self assessment• Patient feedback/complaints
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Do any of these help us to find out what we don’t know we need
to learn?!
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Known to self(Registrar knows)
Unknown to self(Registrar does not know)
Known to others(Trainerknows)
Learning needs known to both
Blind spot
Unknown to others(Trainerdoes notknow)
Learning need hidden from Trainer
No idea what learning needs are
Johari’s Window
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Known to self(Registrar knows)
Unknown to self(Registrar does not know)
Known to others(Trainerknows)
Unknown to others(Trainerdoes notknow)
Using Johari’s Window
UNKNOWNHIDDEN
BLINDOPEN
TE
LL
ASK/LISTEN
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Reaching the blind spot!
• PEP CD
• Testing/Evaluation
• Topics avoided
• Feedback
• Scanning the journals
Some answers given by Trainer/Registrar group
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The experiential Learning Cycle after Kolb
ConcreteExperience
(CE)
AbstractConceptualisation
(AC)
Active Experimentation
(AC)
Reflective Observation
(RO)
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The Learning Cycle
Having an experience
Concluding from the
experience
Planning the next steps
Honey & Mumford, 1992
Reviewing the experience
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Discuss the effective features of a recent learning experience
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Registrars’ response on experience of an effective learning activity
• Relevant• Addressed a need (exam)• Appropriate time & place• Sufficient time – not rushed• Safe & supportive environment• Positive Feedback• Self esteem maintained• Rewarded by pleasing teacher/family
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Registrars’ response on experience of an effective learning activity
• Experiential learning when appropriate
• Teacher has skills & ability to teach subject
• Teacher personality/teaching style
• Varied stimulus
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Learning 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?
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Kolb’s Learning Style Inventory
• Converger
• Diverger
• Assimilator
• Accomodator
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Kolb’s Learning Style Inventory
Converger– Problem solver– Hypothetical deductive reasoning (general to
specific
Diverger– Views situations from many perspectives– Relied heavily on brainstorming & generation
of ideas
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Kolb’s Learning Style Inventory
Assimilator– Inductive reasoning – Create theoretical models
Accommodator– Carrying out plans & experiments– Adapts to immediate specific circumstances
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VARKPreferences NOT Strengths
• Visual
• Aural
• Reading/Writing
• Kinaesthetic
(VARK inventory developed in 1987 by Neil Fleming, Lincoln University, New Zealand)
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VARK
Visual preference– Charts– Graphs– All symbolic arrows, circles etc that teachers
use to replace words
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VARK
Aural/Auditory preference– information that is "heard." – Lectures– Tutorials– Tapes– group discussion– Speaking– web chat– talking things through
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VARK
Read/Write preference– Words– many academics have a strong preference for
this modality– text-based input and output– reading and writing in all its forms.
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VARK
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
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The Revision Guide to VARK
Draw a mindmap, a diagram, cartoon or a picture
Listen to a tape in the car or before going to sleep
Rewrite notes in brief with key words highlighted
Make a model, touch key points, learn by doing
Visual
Auditory
Reading / Writing
Kinaesthetic
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Preferred Style & the Learning Cycle
Experiencing
Reviewing
Concluding
Planning & applying
TheTheReflectorReflector
TheTheTheoristTheorist
TheTheActivistActivist
TheThePragmatistPragmatist
Honey & Mumford, 1992
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Activist PreferenceGets home, throws the instructions away and starts making it at once
Likes• New experiences• Engross in short term
activities• Like to generate ideas• Loves limelight• To be thrown in at the
deep end• To be involved with other
people• To have a go
Dislikes• Passive learning• Standing back• Too much data• Working alone• To be asked what has
been learnt• Theory• Repetition• Precise instructions• Detail
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Reflector PreferenceReads the instructions, works out how to do it and then sleeps on it
Likes• Link with problem and
subject• To be shown techniques• Practice with feedback• Role model• Application to own role• Immediate transferability• Reality• Practical issues
Dislikes• Learning that is not
related to needs• Unrealistic trainers• Lack of clarity• Inertia• Bureaucracy• No real benefit to training
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Theorist Preference Reads the instructions and works out how to do it before starting,
checks it out occasionally perhaps involving others Likes
• Theory• To be methodical• To question• To be stretched• Structure and clarity• Analysis & Logic• Ideas and concepts• Participate in complex
situations
Dislikes• To be thrown into
something• Emotions and feelings• Unstructured activities• Lack of policy• Lack of depth• Lack of validity• Mixing
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Pragmatist PreferenceMethodically works through the instructions with little discussion
Likes• Observing• Thinking about it• Investigation• Reviewing• Reports• Safe environment to
share ideas• Not to be rushed
Dislikes• Limelight• Action without planning
• Short notice• Lack of information• Rigid rules• Time pressure• Short Cuts
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What question do you ask?
• What if?
• Why?
• What?
• How?
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ACTIVISTS – What if?
• Evaluator / mediator needed
• Let them teach themselves and others
Self discovery
Likes variety, things that are new, challenging, (competitive, in the limelight)
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REFLECTORS – Why?
• Need a motivator
• Create a reason
Simulation / discussion
Preparation and discussion time, time to think, assimilate
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THEORISTS – What?
• Need a teacher
• Give facts
Structured information, challenging
Opportunities for questions to probe and explore logic and assumptions
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PRAGMATISTS – How?
• Need a coach
• Let them try it
Facilitation
Make links between subject matter and problem area, practice techniques with feedback
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The IKEA link to Honey and Mumford
• Activists – IntuitiveGets home, throws the instructions away and starts building it at once
• Reflectors – 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 out
• Pragmatists – PracticalMethodically works through using the instructions with little help
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Can you put your leaning style preferences in a hierarchical list?
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How can we apply this to ourselves?
• Imagine the learning need is to insert an IUCD• Discuss possible objectives that might go in your
PDP if your preferred style is:• Activist• Reflector• Theorist• Pragmatist
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Going back to earlier exercise about recent effective learning?
Did the teacher use teaching methods that matched your preferred learning styles?
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Which 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 important
• Least preferred styles can be consciously strengthened
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So what?
• Depending on your learning style preferences:
• You will have enjoyed different parts of this lecture
• You will find this knowledge more or less useful
• You will be inspired to learn more effectively
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Aim
To encourage you to become more effective learners
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B the end of this session you will be able to…
• Give examples of ways to identify your learning needs
• Outline an approach to classifying learning styles
• Challenge your current learning methods• Have started thinking about the place of
learning styles in your professional development
![Page 50: Physician know thyself! Identifying learning needs & using learning styles Dr Abayomi McEwen Dr Susi Caesar 11 th October 2006](https://reader035.vdocuments.mx/reader035/viewer/2022062511/551612d055034694308b53c3/html5/thumbnails/50.jpg)
Communication holds the key to effective learning…