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Learning styles in clinical education: Paul Harris and Sarah Adelakun

Learning styles- helpful or mythical: Sarah Schnellmann-Smith and Faye Elphinstone

Critical evaluation of learning styles: Kerri Ambrose

Post graduate learning adult learning styles: Maddy Smith

Learning Styles: (?)

Pete: (?)

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Flipped classroom: Vanessa Taylor and Ali Currie

The neurodiverse Learner: Holly Wakefield and Debbie Lee

Using Constructivism to Support Case-Based Learning in Interprofessional Frailty Teams (by ...)

Constructivism and case based learning in Community Frailty (by ...)

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Interprofessional Problem Based Learning in Healthcare: Olubukola (Mary) Sanyaolu, Kirsten Mitchell, Rachel Whitmore

Problem Based Learning Sarah Chattell

Cased-Based Learning and Problem Based learning Comparison (by ...)

Simulation and Problem Based Learning: Robert Maley

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Motivational interview: Stephanie & Juliette

Interprofessional peer learning: Emily Castle & Michelle Duque

Enhancing Adult Learning in Healthcare: Kurt Micabel

Formative assessment: Sarah Ricketts

Applying Vygotsky's theories to student learning: Sarah Nicholls

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Frontiers | Evidence-Based Higher Education – Is the Learning Styles ‘Myth’ Important?

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The basic idea behind the use of ‘Learning Styles’ is that learners can be categorized into one or more ‘styles’ (e.g., Visual, Auditory, Converger) and that…

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Irene Anderson Principal lecturer and reader in learning and teaching in healthcare practice, School of Nursing, Midwifery and Social Work, University of Hertfordshire, Hertfordshire, England

Identifying your preferred learning style can be a useful way to optimise learning opportunities, and can help learners to recognise their strengths and areas for development in the way that learning takes place. It can also help teachers (educators) to recognise where additional activities are required to ensure the learning experience is robust and effective. There are several models available that may be used to identify learning styles. This article discusses these models and considers their usefulness in healthcare education. Models of teaching styles are also considered.

Nursing Standard. 31, 7, 53-63. doi: 10.7748/ns.2016.e10407

Correspondence

i.1.anderson@herts.ac.uk

Peer review

All articles are subject to external double-blind peer review and checked for plagiarism using automated software

Conflict of interest

None declared

Received: 10 January 2016

Accepted: 29 March 2016

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Identifying different learning styles to enhance the learning experience

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Identifying different learning styles to enhance the learning experience

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Educating undergraduate occupational therapy and physiotherapy students in motivational interviewing: the student perspective - BMC Medical Education

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Background Motivational Interviewing (MI) is an evidenced based talking therapy designed to affect client Health Behaviour Change. Previous research indicates that Allied Health Professionals (AHP) can effectively use the approach and training at pre-registration level has been piloted. However, student experiences of training is underexplored. Aim To explore Physiotherapy and Occupational Therapy students’ experiences of training in and implementation of Motivational Interviewing. Methods Four focus groups including 24 undergraduates (14 OT and 10 PT) were conducted at the completion of the training and a subsequent clinical placement. Transcribed texts were analysed thematically. Data were triangulated with student written post-it notes and open questions in a post training questionnaire. Results Two overarching themes were developed from the data. Learning different ways to interact and the challenge of transformation illuminates specific aspects of the training which enabled learning as well as areas of contention. Using the spirit of MI, but not every contact counts highlights the facilitators and challenges of implementation on placements. Conclusions Motivational interviewing is a useful addition to training neophyte health students. Key skills were adopted and in some cases transferred into practice. The process of learning indicates areas of potential improvement to enhance relevance of practice scenarios. The transfer to practice is more complex illustrating a need to negotiate professional and institutional expectations which should be considered in training.

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Motivational Interviewing: An Evidence-Based Approach for Use in Medical Practice

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Motivational factors in health-relevant modes of behavior are an important matter in medical practice. Motivational interviewing (MI) is a technique that has been specifically developed to help motivate ambivalent patients to change their behavior.…

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Learning Theories & Interprofessional Education

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Learning Theories & Interprofessional Education

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Learning theories and their applications in interprofessional education (IPE) to foster dual identity development

JOURNAL OF INTERPROFESSIONAL CARE2025, VOL. 39, NO. 3, 338–347

https://doi.org/10.1080/13561820.2025.2496325

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Frontiers | How Common Is Belief in the Learning Styles Neuromyth, and Does It Matter? A Pragmatic Systematic Review

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PowerPoint to accompany Vygotsky paper

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Applying Vygotsky’s Theory of Learning to Health Care

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Topics in Cognitive Science - 2024 - Wilschut - Modality Matters  Evidence for the Benefits of Speech‐Based Adaptive

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A Learner Analysis Experiment: Cognitive Style Versus Learning Style in Undergraduate Nursing Education

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A Learner Analysis Experiment: Cognitive Style Versus Learning Style in Undergraduate Nursing Education

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Cranston, Charles M, EdD; McCort, Barclay, RN, MSN.  Journal of Nursing Education; Thorofare Vol. 24, Iss. 4, (Apr 1985): 136-138.

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Volume 57, November 2021, 103247

Nurse Education in Practice

Review

Learning styles, preferences and needs of generation Z healthcare students: Scoping review

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Shefaly Shorey a 1

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Valerie Chan a

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Priyadharshni Rajendran a

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Emily Ang a b

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Using VARK Approach for Assessing Preferred Learning Styles of First Year Medical Sciences Students: A Survey from Iran - PubMed

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The preferred learning styles of medical students in the present study were aural and reading/writing. It is suggested that all medical students must be tested to determine their desired learning styles by using VARK questionnaire, also to choose appropriate teaching methods and to improve education …

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Gretchen M. Whitman (2023): Learning Styles: Lack of Research-Based Evidence, The Clearing House: A Journal of Educational Strategies, Issues and Ideas, DOI: 10.1080/00098655.2023.2203891 To link to this article: https://doi.org/10.1080/00098655.2023.2203891

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✉Address correspondence to Dr. Mehta (mehta.6osu.edu).

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Assessment of pharmacy technician learning preferences and implications for training

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To assess pharmacy technician learning preferences using the VARK tool and through self-identification. The VARK (visual, aural, read/write, kinesthetic) questionnaire was incorporated into a larger survey, which was distributed during live staff…

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Model of interprofessional PBL article Wolfgramm 2018