Surgical resident learning styles: faculty and resident accuracy at identification of preferences and impact on ABSITE scores

• Published in: The Journal of surgical research Vol. 184; no. 1; pp. 31 - 36
• Main Authors: Kim, Roger H., MD, Gilbert, Timothy, EdD, Ristig, Kyle, DBA, Chu, Quyen D., MD
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01.09.2013
• Subjects: ABSITE; Adult; Curriculum; Data Collection; Education, Medical, Graduate - methods; Education, Medical, Graduate - statistics & numerical data; Faculty, Medical - statistics & numerical data; General Surgery - education; Humans; Internship and Residency - methods; Internship and Residency - statistics & numerical data; Kinesthesis; Learning; Learning styles; Medical Staff, Hospital - psychology; Medical Staff, Hospital - statistics & numerical data; Pattern Recognition, Physiological; Pattern Recognition, Visual; Personnel Staffing and Scheduling - statistics & numerical data; Reading; Resident education; Surgery; Surveys and Questionnaires; Teaching; Writing; Resident education; Curriculum; ABSITE; Learning styles; Teaching
• ISSN: 0022-4804; 1095-8673
• DOI: 10.1016/j.jss.2013.04.050

Abstract Introduction As a consequence of surgical resident duty hour restrictions, there is a need for faculty to utilize novel teaching methods to convey information in a more efficient manner. The current paradigm of surgical training, which has not changed significantly since the time of Halsted, assumes that all residents assimilate information in a similar fashion. However, recent data has shown that learners have preferences for the ways in which they receive and process information. The VARK model categorizes learners as visual (V), aural (A), read/write (R), and kinesthetic (K). The VARK learning style preferences of surgical residents have not been previously evaluated. In this study, the preferred learning styles of general surgery residents were determined, along with faculty and resident perception of resident learning styles. In addition, we hypothesized that American Board of Surgery In-Training Exam (ABSITE) scores are associated with preference for a read/write (R) learning style. Methods The Fleming VARK learning styles inventory was administered to all general surgery residents at a university hospital–based program. Responses on the inventory were scored to determine the preferred learning style for each resident. Faculty members were surveyed to determine their accuracy in identifying the preferred learning style of each resident. All residents were also surveyed to determine their accuracy in identifying their peers' VARK preferences. Resident ABSITE scores were examined for association with preferred learning styles. Results Twenty-nine residents completed the inventory. Most (18 of 29, 62%) had a multimodal preference, although more than a third (11 of 29, 38%) demonstrated a single-modality preference. Seventy-six percent of all residents (22 of 29) had some degree of kinesthetic (K) learning, while under 50% (14 of 29) were aural (A) learners. Although not significant, dominant (R) learners had the highest mean ABSITE scores. Faculty identified residents' learning styles accurately 41% of the time; more experienced faculty were better than less experienced ones ( R2 = 0.703, P  = 0.018). Residents had similar accuracy to faculty in identifying their peers' learning styles. Chief residents were more accurate than junior residents (44% versus 28%, P = 0.009). Conclusions Most general surgery residents have a multimodal learning preference. Faculty members are relatively inaccurate at identifying residents' preferred learning styles; however, there is a strong correlation between years of faculty experience and accuracy. Chief residents are more accurate than junior residents at learning style identification. Higher mean ABSITE scores may be a reflection of a dominant read/write learning style.