Author
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Study Design
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Learning Style Inventory
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Medical Specialty
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Number of participants/number of evaluations Analyzed
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Country
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Summary of Evidence
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Kimatian S. et al 2017(17)
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Cross-sectional
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The Vermunt Inventory of Learning Styles (ILS)
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Anesthesiology
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296/142
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USA
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Higher scores on Meaning Directed Learning correlated positively with higher in-training examination (ITE) scores while higher Undirected and lower Meaning Directed patterns related negatively to standardized test. Undirected learning patterns was associated with higher rates of stress, strain and negatively associated with coping, whereas directed LS was related to higher scores on coping, and lower scores of stress and strain.
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Eosakul S T et. al 2019(18)
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RCT
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VARK
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Anesthesiology
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18/18
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USA
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Informing residents about their preferred learning style did not change resource utilization. Thirteen residents had >1 modality of learning preference. Only 5 residents maintained the learning style through the study (1 year and 3 months).
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de Lima A et al. 2006(19)
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Cross-sectional
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The Vermunt Inventory of Learning Styles (ILS)
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Cardiology
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161/149
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Argentina
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Concrete thought is more common in cognitive processes; Self-regulation is more common in regulation strategies; Vocation is more common in learning orientations and utilization of learning is more common on mental models. In summary there is a tendency to be application oriented.
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Napoli J. et al. 2010(20)
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Cross-sectional
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Honey Alonso
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Clinical vs. Surgical Specialties
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170/59
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Argentina
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Both groups had no significant difference and presented similar distribution of LS frequencies: most of residents preferred reflexive, theoretical and pragmatic learning styles. In surgical specialties, there was a discrete tendency over activist learning style.
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Stratman E. et al. 2008(21)
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Cross-sectional
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Learning Style Inventory
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Dermatology
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190/130
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USA/ Canada
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Preference of active learning was significantly higher than passive learning activities (p=0.002). The three highest rated activities include (1) hands-on, direct experience; (2) addressing patient problems; and (3) teaching/explaining to others. The three lowest rated activities include (1) competing with others for grades, (2) keeping a diary or daily log, and (3) being questioned in an intimidating manner.
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Fredette J. et al 2015(22)
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Cross-Sectional
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Kolb LSI
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Emergency, Internal and Family Medicine
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38/38
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USA
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66% of the residents had the converging LS, while 16% had the converging LS and 18%, the assimilating LS. A similar profile was seen in the faculty staff.
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Blake G et al 1995(23)
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Cross-sectional
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Meyers-Briggs (MBTI)
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Family Medicine
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36/36
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USA
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Residents with Feeling/judgment as preferred LS scored higher in the exams than the thinking/perceiving counterparts; Intuitive residents demonstrated no advantage over sensing residents.
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Sadler G R et al. 1978(24)
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Cross-sectional
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Kolb LSI
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Family Medicine
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108/108
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USA
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Prevalence of LS was: 43 (40%) accomodators; 17 (16%) diverger; 34 (31%) Converger; 14 (13%) Assimilator. Tendency of more active engagement on activities.
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Cook D A et al. 2006 (a)(25)
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Cross-sectional/ Comparative tool study
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Index of Learning Style (ILS) KOLB LSI and LSTI (Pelley´s learning styles type inventory)
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Family Medicine and Internal Medicine
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89/32 (14 FM; 18 IM)
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USA
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Data support the validity for determining Learning styles of Family Medicine, Internal Medicine residents using ILS, LSI and LSTI
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Curtis P et. al. 2018(26)
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Cross-sectional
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ASSIST
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Family Medicine/ General Practioner
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461/461
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UK
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Residents showed the following LS: Deep 83 (18%); Strategic 105 (22%); Surface 20 (4,3%); Deep + Strategic 155 (33,6%); Deep + Surface 38 (8,2%); Surface + Strategic 16 (3,4%); Equal 44 (9,6%). GP and GP specialist trainees have a preferred learning approach to Deep and Strategic.
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Lesmes-Anel et al. 2001(27)
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Cross-sectional
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Honey and Mumfort Learning Style Inventory (LSQ)
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General Practice
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57/42
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UK
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Predominant LS was reflector-theorist; Mean score: activist 8.9 (range 1 to 19, SD 3.8), theorist 10.3 (range 3 to 18, SD 3.4), pragmatist 11.1 (range 5 to 17 SD = 2.9) reflector 12.9 (range 3 to 20, SD 3.7);
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Quilin RC et.al. 2015(28)
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Cross Sectional
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Kolb LSI
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General Surgery
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115/411
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USA
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KOLB changed after institution of 80 hour workweek institution. Surgical residents maintained more action based learners. Before: Converging 59.0%/ Assimilating 19.1%. After: Coverging 43.9%/ Accomodating 40.4% (p<0.005)
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Contessa J. et al 2005(29)
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Cross Sectional
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Kolb LSI
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General Surgery
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16/16
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USA
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Converging LS (7/16) was the most common, followed by accomodating (5/16), assimilating (3/16) and diverging (1/16). Grades in standard test did not differ statiscally, although a trend was seen with higher grades from converging LS.
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Quilin RC et.al. 2013(30)
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Cross Sectional
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Kolb LSI
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General Surgery
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126/441
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USA
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Residents with converging and accommodating learning styles performed more cases when compared to the assimilating and diverging LS. Each unit increased in the Active Experimentation-Reflective observation score was correlated with the number of major cases performed by 3.3. Of the 15 residents who transferred to a non-surgical program were more likely to be assimilating and diverging (p=0.04). No correlation was seen between LS and grades on standardized tests.
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Cortez R. A. et al. 2018(31)
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Cross Sectional
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Kolb LSI
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General Surgery
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106/106
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USA
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The LS was divided as follow: Accommodators (65.1%), convergers (21.7%), assimilators (8.5%) and divergers (4.7%); Sub-category analyses shown that action based learners operated more cases significantly than observational learners at the end of graduation. They have performed more general surgery and subspecialty also then they fellow observational learner.
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Mammen J.M. 2007(32)
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Cross Sectional
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Kolb LSI
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General Surgery
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91/325
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USA
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LS divided as follow: converging (185, 57%), assimilating (58, 18%), accommodating (44, 14%), and diverging (38, 12%); Difference was found between Female and male regarding: the accomodating LS (Female - 38% vs male -11%) and the assimilating LS (Female 0 vs. 26% Male);. On the follow up, only 15 (58%) residents changed their LS to the converging, and only two changed from converging to another LS. No significant changes were noted in the learning style by resident year; no correlation between LS and standardised test scores was seen.
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Engels P. T. et al 2010(33)
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Cross-sectional
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Kolb LSI
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General Surgery
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40/31
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Canada
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The predominant learning styles of the residents were convergent and accommodative. First year residents had less prevalence of converging and acommodating learning style than the others residents.
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Kim RH et.al. 2015(34)
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Cross-sectional
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VARK
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General Surgery
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53/53
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USA
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VARK Multimodal 51%; Kinestesic 19%; Read/Write 15%; Aural 6%; Visual 9%; Dominant aural and read/write learners had the lowest and highest mean ABSITE scores, respectively (p=0.03).
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Preece RA et al. 2016(35)
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Cross-sectional
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24-item self-reported Learning Style Inventory (LSI)
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General Surgery
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37/37
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UK
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The visual modality was the predominant preferential LS 54.1%, while 32.4% had multiple rather than singular preferred learning styles;
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Jack M. C. et al 2010(36)
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Cross-sectional
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Kolb LSI
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General Surgery
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96/96
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USA
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Surgical residents preferred active learning (p=0.053), whereas faculty preferred reflective learning (p=0.01). Residents preferred student centered learning style more often than faculty members or medical students.
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Kim RH et.al. 2013(37)
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Cross-sectional
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VARK
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General Surgery
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29/29
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USA
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Prevalence of VARK was: Multimodal 62%; kinesthetic (K).14%; Read/Write 14%; Aural 3%; Visual 7%
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Cook D. 2005(38)
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Cross-sectional/ Comparative tool study
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Felder’s Index of Learning Styles and Pelley’s Learning Styles Type Indicator
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Internal Medicine
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192/138
|
USA
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The correlation between the two methods of assessment for both active-reflective/reflective-extravert, introvert and sensing intuitive dimensions are significant and relatively large. One third of the residents changed their learning style after one year;
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Adesunloye B. et al. 2008(39)
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Cross-sectional
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Kolb LSI
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Internal Medicine
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42/31
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USA
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Prevalence of LS was: Assimilator 42%; Convergers 32%; Accommodators 16%; Divergers 10%. Compared with faculty, no statistical difference was seen.
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Cook D A et al. 2006(40)
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RCT
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Felder and Solomon's Index of Learning Style (ILS)
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Internal Medicine
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123/121
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USA
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Learning styles scores were not significantly associated with web course format preference and post-test scores. There was a discrete tendency towards a reflective and visual learning preference.
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Cook D A et al. 2009(41)
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RCT
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Felder and Solomon's Index of Learning Style (ILS)
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Internal Medicine
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123/88
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USA
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Prevalence of LS were as follow: Sensing 39 (45%); Intermediate 30 (34%); Intuitive 18 (21%). No significant interaction between sensing-intuitive learning styles and knowledge scores. No association between format preference and sensing-intuitive learning style scores.
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Cook D et al 2007(42)
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RCT
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Felder and Solomon’s Index of Learning Styles (ILS)
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Internal Medicine and Family medicine
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58/58 (50 IM; 8 FM)
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USA
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No difference in performance was seen when comparing performance of students in questions on case-based questions tailored to one`s LS; No distinction in results was made between students and residents, hampering data extraction
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Lai H. Y. et al 2014(43)
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Cross-sectional
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Kolb LSI
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Neurosurgery (NS) and Neurology (N)
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24/22 NS residents and 19/17 N Residents
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Taiwan
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NS residents preferred diverging LS (41%) followed by assimilating LS (32%), accommodating (18%) and converging (9%). N residents were predominantly assimilating (76%), followed by diverging (12%), converging (6%) and accommodating (6%). The results were statistically different between the groups
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Richard R D. et.al 2014(44)
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Cross-sectional
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Kolb LSI
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Orthopedy
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14/14
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USA
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Converging (53,5%) was the learning style most encountered among residents. Accomodating (18,3%), diverging (18,3%) and assimilating (9,9%) followed in sequence.
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Caulley L. et al 2012(45)
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Cross-sectional
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Kolb LSI
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Orthopedy
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13/13
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Canada
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Orthopedy residents had the LS as follows: converging (53.8%), assimilating (23.1%), accommodating (15.4%), and diverging (7.7%); they also showed a high tendency toward the learning skill of abstract conceptualization combined with active experimentation. It was seen a transition from action-oriented learning to more reflective learning styles with age and postgraduate education.
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Chin C. J. et al. 2014(46)
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Cross Sectional
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Kolb LSI
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Otolaryngology Residents
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28/28
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Canada
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Active experimentation was preferred over reflective observation, Learning styles was used as a secondary outcome to complement and justify intervention design.
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Laeeq K. et al 2009(47)
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Cross Sectional
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Kolb LSI
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Otolaryngology-Head and Neck Surgery
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46/43
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USA
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Most common LS was converging (55%), followed by accommodating (18%), assimilating (14%), diverging (7%) and 4% had a balanced LS spanning the four types.
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Ahmed A. et al. 2019(48)
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Cross-sectional
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Kolb LSI
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Pathology
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49/49
|
USA
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The LS for pathology residents were: Converging (40%), Diverging (22%), accommodating and assimilating (19%). For fellows, Assimilating (41%), Diverging (25%), converging and accommodating (17%). No difference was found between the two groups.
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Tuli S. Y. et al 2011(49)
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Cross-sectional
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Kolb LSI
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Pediatric
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86/75
|
USA
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The predominant learning style for pediatric residents was converging 44% (33 of 75), followed by assimilating (25%), diverging (16%) and acommodating (14,7%). The residents with active-experimentation LS (convergers and accommodators) performed better on the first year standardized residency test; No other correlation was seen.
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Vaughn L.M et al 2008 (50)
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Cross-sectional
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Grasha–Vaughn Medical Resident Learning Styles Scale (G-VMRLSS).
|
Pediatric
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45/44
|
USA
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This LS tool grades the residents in each domain as low, moderate or high, which made possible to each resident as having more than one LS. The most common LS found was collaborative (n=42), followed by independent (n=19), competitive (n=7), dependent and participant (n=1 each). Mixed preference was defined as having more than on LS and was seen on 19 residents.
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Varela DA et. al. 2011(51)
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Cross-sectional (analytical)
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Kolb LSI
|
Pediatric Otolaryngology (PO) and otology -neurotology (ON)
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10/10 PO and 16/16 ON
|
USA
|
PO and ON fellows (60% of each group) preferred a learning style that was ‘‘balanced’’ across all four styles. For ON fellows, 35% preferred converging and 5% preferred accommodating styles. For PO fellows, converging and accommodating styles accounted for 20% each.
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Kosower E et. al 1996(52)
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Cross Sectional
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Kolb LSI
|
Pediatrics
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17/17
|
USA
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Pediatrics residents showed prevalence of 40.5% as Concrete Experience, 40.5% as active experimentation as dominant strategies. Abstract conceptualization represents 19%. As for LS, the distribution was: diverger 50%, accomodator 30 %, converger 15% and assimilator 5%.
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Juárez-Muñoz I. E. et al 2013(53)
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Cross-sectional
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Honey-Alonso
|
Pediatrics and subspecialties
|
99/99
|
Mexico
|
The LS in women resident was reflector (49 %, n=25), theorist (37 %, n=19) and pragmatist (14 %, n=7), whereas men´s LS was theorist and reflector (37.5 %, n=18 each), pragmatist (23 %, n=12) and active (2 %, n=1). Subgroup analysis showed that the most common LS in pediatrics was reflector (n=27), theorist (n=15), pragmatist (n=9) and one activist, while in the surgical field the LS were more balanced between reflector, theorist and pragmatist (n=5, 4 and 5 respectively); Regarding clinical subspecialties, the LS seen was: theorist (n=17), reflector (n=12) and pragmatist (n=4).
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Echaurren E I E, et al. 2014(54)
|
Cross-sectional (analytical)
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Kolb LSI
|
Urology
|
20/20
|
Chile
|
Regarding the resident group, there was balance between LS, with a trend towards accommodator (38%). The other values are not available in the article, only comparison between studied groups (under graduation, interns and masters students). Residents were less prompt to value abstract conceptualization and more prompt to value concrete experience comparing to the other groups.
|