Analysis of dermatology resident self-reported successful learning styles and implications for core competency curriculum development.
BACKGROUND
There are different teaching styles for delivering competency-based curricula. The education literature suggests that learning is maximized when teaching is delivered in a style preferred by learners.


OBJECTIVE
To determine if dermatology residents report learning style preferences aligned with adult learning.


METHODS
Dermatology residents attending an introductory cutaneous biology course completed a learning styles inventory assessing self-reported success in 35 active and passive learning activities. The 35 learning activities were ranked in order of preference by learners.


RESULTS
Mean overall ratings for active learning activities were significantly higher than for passive learning activities (P = 0.002).


CONCLUSIONS
Trends in dermatology resident learning style preferences should be considered during program curriculum development. Programs should integrate a variety of curriculum delivery methods to accommodate various learning styles, with an emphasis on the active learning styles preferred by residents.
Stratman
Erik J
EJ
Department of Dermatology (4K5), Marshfield Clinic, 1000 North Oak Avenue, Marshfield, WI 54449, USA. stratman.erik@marshfieldclinic.org
Vogel
Curt A
CA
Reck
Samuel J
SJ
Mukesh
Bickol N
BN
D002170:Canada; D002983:Clinical Competence; D003479:Curriculum; D003625:Data Collection; D003880:Dermatology / Q000193:education*; D005260:Female; D006801:Humans; D007396:Internship and Residency; D007858:Learning; D008297:Male; D016730:Program Development; D013337:Students, Medical / Q000523:psychology; D014481:United States