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What Happens to the Principles of Evidence-Based Practice When Clinicians Become Educators? A Case Study of the
Anish Patil1, Philip M Newton1
1Swansea University Medical School, Singleton Park Campus, Swansea, SA2 8PP United Kingdom.
Introduction:
The approach of matching teaching practice to individual student "Learning Styles" has been repeatedly shown to be ineffective, even harmful. Yet, it appears a majority of educators believe it to be an effective approach. The status of Learning Styles theory in health professions education is unclear.
Method:
We surveyed health professions educators to determine whether they believed that Learning Styles theory is effective and whether this belief translates to action. We also test knowledge of Learning Styles theory.
Results:
87.4% of participants are familiar with Learning Styles, but knowledge about specific models varies. 69.9% of participants believed that Learning Styles theory is effective, but only one-third of them were actually using it.
Discussion:
More effort is required to emphasise the importance of evidence-based educational awareness and practice in the healthcare community. As is the case with clinical practice, a culture of promoting pedagogy validated by the scientific method should be the norm.
Supplementary Information:
The online version contains supplementary material available at 10.1007/s40670-023-01849-1.
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