The learning styles of graduating Canadian urology residents

The Kolb learning theory attributes differences in the way people learn with the way they perceive and process an experience, leading to uniquely different learning styles. Studied in other surgical disciplines, it has yet to be examined in a urology population. Identifying the learning style of urology residents may help in the development of teaching curricula that are best suited to knowledge and skill acquisition. The objective of this study was to characterize the learning styles of graduating Canadian urology residents attending the Queen's Urology Exam Skill Training (QUEST) examination.

The Kolb Experiential Learning Profile (KELP) 4.0 questionnaire was administered to all graduating Canadian urological residents attending QUEST for the years 2021-24. Project participation was 100%. All participants received a report at the conclusion of the course. Participants' preferred learning phase (acting, thinking, reflecting, experiencing) and a specific learning style (deciding, analyzing, thinking, acting, initiating, balancing, reflecting, experiencing, imagining) were identified for all residents. Preferred learning phase and learning style were compared among years using the Chi-squared test (α=0.05). Preferred learning phase and learning style were compared amongst self-identified gender using the Fisher-Freeman-Halton exact test (α=0.05).

Graduates from 2021 (n=35), 2022 (n=29), 2023 (n=37), and 2024 (n=35) were included. In aggregate, the preferred learning phases among urology residents included thinking (38%, n=51), followed closely by acting (32%, n=44). A minority of urology residents preferred the reflecting (21%, n=28) and experiencing phase (10%, n=13). There were no significant differences year to year within an individual learning phase (p>0.05). In aggregate, the most common preferred learning styles included the deciding learning style (21%, n=29), followed by analyzing (15%, n=20), thinking (14%, n=19), acting (13%, n=18), and initiating (13%, n=18). Lesser common learning styles included balancing (11%, n=15), reflecting (7%, n=10), imagining (3%, n=4), and experiencing (2%, n=3). There were no significant differences year to year within an individual learning style (p>0.05). There were no significant differences between self-identified gender and preferred learning phase or style (p>0.05).

Graduating Canadian urology residents vary in their preferred learning styles, but the majority seem to learn by acting and thinking. A non-trivial number of learners displayed learning styles under-represented in surgical specialties. This lays the groundwork for future studies correlating learning style to exam performance and identifying predictors of successful completion of residency.