Learning styles in two otolaryngology residency programs

✍ Scribed by Kulsoom Laeeq; Robert A. Weatherly; Alice Carrott; Vinciya Pandian; Charles W. Cummings; Nasir I. Bhatti

• Publisher: John Wiley and Sons
• Year: 2009
• Tongue: English
• Weight: 185 KB
• Volume: 119
• Category: Article
• ISSN: 0023-852X
• DOI: 10.1002/lary.20655

✦ Synopsis

Abstract

Objectives/Hypothesis:

Kolb portrays four learning styles depending on how an individual grasps or transforms experience: accommodating, assimilating, diverging, and converging. Past studies in surgery, medicine, and anesthesia identified the predominant learning style in each of these specialties. The prevalence of different learning styles and existence of a predominant style, if any, has not been reported for otolaryngology residency programs. The purpose of our study was to determine if otolaryngology residents have a preferred learning style that is different from the predominant learning styles reported for other specialties.

Study Design:

We conducted a survey of the otolaryngology‐head and neck surgery residents at two residency programs.

Methods:

Kolb's Learning Style Index (LSI) version 3.1 was administered to 46 residents from Johns Hopkins University and Kansas University Otolaryngology–Head and Neck Surgery programs. LSI is a widely used 12‐item questionnaire, with each item followed by four options. The subjects graded the options depending on how the options applied to them.

Results:

Forty‐three otolaryngology residents completed the survey, with a response rate of 93.47%. The predominant learning style was converging (55.81%) followed by accommodating (18.61%), accounting for the learning styles of 74.42% of the total population. There were only 13.95% assimilating and 6.98% diverging learning styles. Two residents (4.65%) had their preference balanced across four learning styles.

Conclusions:

The predominant learning styles in otolaryngology were converging and accommodating, accounting for three fourths of the population. It would be desirable to modify our curriculum in a way that will optimize and facilitate learning.