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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
Lack of interaction between sensing-intuitive learning styles and problem-first versus information-first instruction:
David A Cook1, Warren G Thompson, Kris G Thomas
1Division of General Internal Medicine, College of Medicine, Mayo Clinic, Rochester, MN 55905, USA. cook.david33@mayo.edu
Advances in Health Sciences Education : Theory and Practice
|November 27, 2007
Summary
Adapting instruction to learning styles, such as sensing or intuitive, did not significantly impact medical resident knowledge. Both problem-first and information-first methods yielded similar learning outcomes and preferences.
Area of Science:
- Medical Education Research
- Learning Style Theory
- Instructional Design
Background:
- Learning style adaptation is theorized to improve educational outcomes.
- The study investigates the impact of instructional method on learning outcomes for residents.
Purpose of the Study:
- To test the hypothesis that sensing learners perform better with problem-first methods and intuitive learners with information-first methods.
- To evaluate the effectiveness of two distinct instructional formats on knowledge acquisition.
Main Methods:
- A randomized, controlled, crossover trial involving 123 internal medicine residents.
- Four web-based modules were created in both "didactic" (information-first) and "problem" (problem-first) formats.
- Knowledge posttests, format preference, and learning styles (Index of Learning Styles) were assessed.
Main Results:
- No significant difference in knowledge scores between didactic and problem-first formats (p = .42).
- No interaction between learning style (sensing, intuitive) and instructional format on knowledge scores (p = .59).
- Learner preference for format was neutral, with no association to learning style (p = .44).
Conclusions:
- Problem-first instructional methods do not appear to enhance learning outcomes compared to traditional didactic approaches for internal medicine residents.
- Both sensing and intuitive learners demonstrated similar performance regardless of the instructional format.
- These findings suggest that tailoring instruction to individual learning styles may not be critical for improving knowledge acquisition in this context.
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