Learning Styles of Internal Medicine Residents and Association With the In-Training Examination Performance.

Assessment of how medical residents learn and the impact on standardized test performance is important for effective training. Kolb's learning study inventory categorizes learning into accommodating, assimilating, converging and diverging based on the four stages of learning: active experimentation, abstract conceptualization, concrete experience and reflective observation. The American College of Physicians (ACP) Internal Medicine In-Training Examination (IM-ITE) has been shown to positively correlate with successful performance on clinical assessments and board certification. We sought to evaluate the association between the individual learning styles of IM residents and performance on the ACP IM-ITE. The Kolb LSI questionnaire was administered to IM residents during the 2016/2017 academic year. Logistic regression was used to analyze the association between residents preferred learning styles and performance on the ACP IM - ITE. 53 residents in the IM Residency Program of Morehouse School of Medicine completed the questionnaire. The predominant learning style was assimilating (49%), followed by converging (26%). There was no significant difference between the learning styles of residents when compared across gender, age, race, and PGY levels. Residents with a diverging learning style had the highest mean IM-ITE percentage score followed by assimilating and converging respectively (P = 0.14) CONCLUSIONS: The predominant learning styles among our IM residents are assimilating and converging, which is consistent with previous studies. Residents with a diverging style of learning appeared to perform better on the IM-ITE. We suggest that future studies should evaluate the feasibility of integrating brainstorming and group work sessions into the IM residency teaching curriculum and the impact on academic performance.

Olanipekun T ，Effoe V ，Bakinde N ，Bradley C ，Ivonye C ，Harris R ... -  《-》

Correlations Between the USMLE Step Examinations, American College of Physicians In-Training Examination, and ABIM Internal Medicine Certification Examination.

McDonald FS ，Jurich D ，Duhigg LM ，Paniagua M ，Chick D ，Wells M ，Williams A ，Alguire P ... -  《-》

Learning styles in two otolaryngology residency programs.

Laeeq K ，Weatherly RA ，Carrott A ，Pandian V ，Cummings CW ，Bhatti NI ... -  《-》

The preferred learning style among residents and faculty members of an internal medicine residency program.

Adesunloye BA ，Aladesanmi O ，Henriques-Forsythe M ，Ivonye C ... -  《-》

The learning styles of orthopedic residents, faculty, and applicants at an academic program.

To train surgeons effectively, it is important to understand how they are learning. The Kolb Learning Style Inventory (LSI) is based on the theory of experiential learning, which divides the learning cycle into 4 stages: active experimentation (AE), abstract conceptualization (AC), concrete experience, and reflective observation. The purpose of this investigation was to assess the learning styles of orthopedic residents, faculty, and applicants at an east-coast residency program. A total of 90 Kolb LSI, Version 3.1 surveys, and demographic questionnaires were distributed to all residency applicants, residents, and faculty at an academic program. Data collected included age, sex, type of medical school (MD or DO), foreign medical graduate status, and either year since college graduation, postgraduate year level (residents only), or years since completion of residency (faculty only). Seventy-one completed Kolb LSI surveys (14 residents, 14 faculty members, and 43 applicants) were recorded and analyzed for statistical significance. The most prevalent learning style among all participants was converging (53.5%), followed by accommodating (18.3%), diverging (18.3%), and assimilating (9.9%) (p = 0.13). The applicant and resident groups demonstrated a high tendency toward AE followed by AC. The faculty group demonstrated a high tendency toward AC followed by AE. None of the 24 subjects who were 26 years or under had assimilating learning styles, in significant contrast to the 12% of 27- to 30-year-olds and 18% of 31 and older group (p < 0.01). The majority of applicants, residents, and faculty in the orthopedic residency program were "convergers." The converging learning style involves problem solving and decision making, with the practical application of ideas and the use of hypothetical-deductive reasoning. Learning through AE decreased with age, whereas learning through AC increased.

Richard RD ，Deegan BF ，Klena JC 《-》