Learning styles are not exactly in style now. But just a few years ago, you might have said or maybe heard someone say something like, “I’m a visual learner, or I learn better by listening/attending classes”. Aristotle is credited with propounding the idea, but the modern understanding of learning styles – that every individual has a style of learning through which they learn best and material presented in their preferred style will be learned more efficiently and effectively – has a less clear origin. Out of more than 70 different learning models, the most popular version – the Visual-Auditory-Kinesthetic (VAK) model – first gained prominence in the 1980s learning styles, and like most pop psychology trends, it caught the attention of many. But unlike other trends, it was so widely accepted, that curriculums were changed to “accommodate” various learning styles and make learning inclusive for all kinds of learners.
This popular neuromyth has however been disproven. While is true that different people prefer to learn through different methods, there is no evidence that learning through one’s preferred method makes the learner understand the subject matter better. What is more important is the suitability of the learning style to the material being learned, an “auditory” learner who insists on learning gross anatomy only through that form, is in for a rude awakening. It has however been found that combining different methods of consuming information (multimodal learning) is highly effective.
One fascinating feature of the medical curriculum is the variety of learning methods available, especially once one crosses from the preclinical side where learning is most didactic. The opportunities are boundless; small group discussions, bedside teachings, presentations, lectures, lab sessions, ward rounds, clinics, and more. Perhaps that is why a lot of people find clinical school “easier”. It is not necessarily that the concepts are less difficult or time-consuming, but that the variety of methods makes learning more natural.
The Style of the Teacher
We have all missed a class only to see the lecture slides later and realise that they are almost entirely composed of pictures. Because you had not been present in the class; you can make neither head nor tail of it. On the flipside, is the class where the slides are filled with lines of text and abstract concepts. Both scenarios make for a difficult learning experience.
Arguably, the most important job of the teacher is to ensure that the format in which information is being presented is one that is most suitable for the topic. Multimodal information is also important to stimulate the student, and keep their attention from wandering. Unfortunately, the volume of information in medical school compared to the time allocated to lectures, make this almost impossible.
The Learner as the Teacher
We have heard our lecturers harp on the importance of self-directed learning, but nothing prepares you for resuming clinical school and realising that you had to prepare your own slides for a tutorial in a topic you had not been exposed to prior. This initially daunting task thankfully becomes second nature with time.
Though tedious and random, self-directed learning is extremely rewarding, as it feeds the student’s curiosity and exposes to a broad view of the subject. Studies have also shown that self-directed/ independent learning has the greatest positive effect on academic success.
The Science and the Art
“Medicine is both a science and an art”, is a statement that medical students hear countless times in the course of their training. “You cannot learn medicine from your room” is the favourite refrain of lecturers on meeting yet another half-full lecture theatre. And it is true; otherwise, it would be possible to acquire a medical degree from an online university or through a distance learning arrangement. The beauty of this marriage between science and art is that there is a place for everyone. So while the linguistic learners would prefer to hole up at the Odeku Library for the whole day, the Kinesthetic learners would not mind examining patients till the sun sets.
But with this training, balance is essential; the knowledge is just as important as the skill. This is evident in the way a typical day in a clinical posting is structured; with lectures, ward rounds, clinics and theatre sessions running concurrently. An oft-forgotten aspect of our training though, is the teaching of the skills. Unlike lectures that can be held once, skills have to be reiterated. “Watch and do” is excellent advice, only after the student has been taught a reasonable number of times. One clinical skills session would not magically make a student a master at suturing.
Learning styles may have fallen out of fashion, but medical school still displays the entire parade. The volume and variety of information and skills require medical students to be creative in their learning. When you get stuck, try another learning style; watch a video, discuss the topic with a friend, try to act things out. Even if you have things figured out already, accessing the information with another method will definitely consolidate what you already know. In the end, whatever learning “style” you employ does not matter. What matters is that you know what you are expected to.
Aisha Ibrahim
Reference
Fallace, T. (2023). Where did the visual, auditory, and kinesthetic learning style typology come from?Available at: https://www.apa.org/pubs/highlights/spotlight/issue-277.
