Lack of interaction between sensing-intuitive learning styles and problem-first versus information-first instruction: a randomized crossover trial.
BACKGROUND
Adaptation to learning styles has been proposed to enhance learning.


OBJECTIVE
We hypothesized that learners with sensing learning style would perform better using a problem-first instructional method while intuitive learners would do better using an information-first method.


METHODS
Randomized, controlled, crossover trial.


METHODS
Resident ambulatory clinics.


METHODS
123 internal medicine residents.


METHODS
Four Web-based modules in ambulatory internal medicine were developed in both "didactic" (information first, followed by patient problem and questions) and "problem" (case and questions first, followed by information) format.


METHODS
Knowledge posttest, format preference, learning style (Index of Learning Styles).


RESULTS
Knowledge scores were similar between the didactic (mean +/- standard error, 83.0 +/- 0.8) and problem (82.3 +/- 0.8) formats (p = .42; 95% confidence interval [CI] for difference, -2.3 to 0.9). There was no difference between formats in regression slopes of knowledge scores on sensing-intuitive scores (p = .63) or in analysis of knowledge scores by styles classification (sensing 82.5 +/- 1.0, intermediate 83.7 +/- 1.2, intuitive 81.0 +/- 1.5; p = .37 for main effect, p = .59 for interaction with format). Format preference was neutral (3.2 +/- 0.2 [1 strongly prefers didactic, 6 strongly prefers problem], p = .12), and there was no association between learning styles and preference (p = .44). Formats were similar in time to complete modules (43.7 +/- 2.2 vs 43.2 +/- 2.2 minutes, p = .72).


CONCLUSIONS
Starting instruction with a problem (versus employing problems later on) may not improve learning outcomes. Sensing and intuitive learners perform similarly following problem-first and didactic-first instruction. Results may apply to other instructional media.
Cook
David A
DA
Division of General Internal Medicine, College of Medicine, Mayo Clinic, Rochester, MN 55905, USA. cook.david33@mayo.edu
Thompson
Warren G
WG
Thomas
Kris G
KG
Thomas
Matthew R
MR
D003194:Computer-Assisted Instruction / Q000379:methods; D005260:Female; D006801:Humans; D007388:Internal Medicine / Q000193:education*; D020407:Internet; D007396:Internship and Residency / Q000379:methods*; D008297:Male; D018794:Problem-Based Learning / Q000379:methods*; D013663:Teaching / Q000379:methods