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What Happens to the Principles of Evidence-Based Practice When Clinicians Become Educators? A Case Study of the Learning Styles Neuromyth

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Abstract

Introduction

The approach of matching teaching practice to individual student “Learning Styles” has been repeatedly shown to be ineffective, even harmful. Yet, it appears a majority of educators believe it to be an effective approach. The status of Learning Styles theory in health professions education is unclear.

Method

We surveyed health professions educators to determine whether they believed that Learning Styles theory is effective and whether this belief translates to action. We also test knowledge of Learning Styles theory.

Results

87.4% of participants are familiar with Learning Styles, but knowledge about specific models varies. 69.9% of participants believed that Learning Styles theory is effective, but only one-third of them were actually using it.

Discussion

More effort is required to emphasise the importance of evidence-based educational awareness and practice in the healthcare community. As is the case with clinical practice, a culture of promoting pedagogy validated by the scientific method should be the norm.

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Data Availability

The authors confirm that the data supporting the findings of this study are included within the article and its supplementary materials.

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Acknowledgements

We would like to thank Professor Marc Devocelle (Dublin, Ireland) for sparing no effort to support this research. We would also like to thank the staff at the Royal College of Surgeons (Dublin, Ireland) and Sligo University Hospital (Sligo, Ireland), who were instrumental in our sampling efforts in Ireland.

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  1. Swansea University Medical School, Singleton Park Campus, Swansea, SA2 8PP, United Kingdom

    Anish Patil & Philip M. Newton

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  1. Anish Patil
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Correspondence to Anish Patil.

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Patil, A., Newton, P.M. What Happens to the Principles of Evidence-Based Practice When Clinicians Become Educators? A Case Study of the Learning Styles Neuromyth. Med.Sci.Educ. 33, 1117–1126 (2023). https://doi.org/10.1007/s40670-023-01849-1

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