A note about Learning Styles in young people's education:
Towards the end of the first decade of the 2000s a lobby seems to have grown
among certain educationalists and educational researchers, which I summarise
very briefly as follows: that in terms of substantial large-scale scientific
research into young people's education, 'Learning Styles' theories, models,
instruments, etc., remain largely unproven methodologies. Moreover Learning
Styles objectors and opponents assert that heavy relience upon Learning Styles
theory in developing and conducting young people's education, is of
questionable benefit, and may in some cases be counter-productive.
Despite this, (and this is my personal view, not the view of the
'anti-Learning Styles lobby'), many teachers and educators continue to find
value and benefit by using Learning Styles theory in one way or another, and as
often applies in such situations, there is likely to be usage which is
appropriate, and other usage which is not.
Kristen Della on 27 Jun 11Patients want to be treated humanely and as individuals by their care-providers. Many curricula, usually written by university faculty, have been developed to teach physicians such skills. Rarely are patients' actual preferences taken into account when designing curricula. This study was undertaken to identify what hospitalized patients most valued about their encounters with attending faculty physicians. In this study, medical residents (post-graduate medical trainees) identified faculty physicians as outstanding teachers of humanistic care. Patients receiving care from these outstanding physicians were interviewed, as were the students and residents on the care team and the study physicians. Using qualitative techniques, patients' comments were analyzed and common themes were identified. These findings were compared with qualities identified by medical residents and students and by the attending physicians themselves. Patients identified the following specific behaviors as those they most valued in their physicians: direct communication, understanding, direct involvement in care, adequate explanation, and overt expressions of respect, as highly valued. Outstanding teachers of humane care exhibited several discrete behaviors that patients described as valuable. Since these behaviors can be discretely identified, they can be taught as part of medical curricula. The content of medical education in communication and doctor-patient relationships should incorporate goals informed by the perspectives of patients.
