Learning preference and personality type: their association in paediatric residents.

The objective of this study was to determine if there is a relationship between the learning preferences and personality types of residents in paediatrics. As part of a study to teach residents in paediatrics how to teach, the authors administered the Learning Preference Inventory (LPI) and Fundamental Interpersonal Relationship Orientation (FIRO-B) instruments to 55 residents in paediatrics at all three levels of training. The instruments provided data that were used to provide feedback to residents on their learning preferences and interaction styles, as well as how these factors might affect teaching and learning in the clinical setting. The Pearson correlation coefficient was used to determine relationships between the LPI and the FIRO-B. Fifty-two of the 55 residents (95%) completed the instruments. The results revealed that residents' learning preferences were significantly related to their personality types. For example, residents with high inclusion and affection scores on the FIRO-B preferred learning with others, which was significantly related to their high interpersonal scores on the LPI. Residents with low inclusion and affection scores were more likely to prefer independent learning (high individual and student-structured scores on the LPI) and abstract learning at statistically significant levels. The scores obtained by residents in paediatrics on the LPI were strongly correlated with those obtained on the FIRO-B. These data may have important implications for the way in which staff recruit, counsel and teach residents. The fact that the LPI is easy to administer and does not purport to measure personality styles makes it an acceptable educational tool that can be used in many areas of training.

Developing and implementing a "basic science clerkship" for first-year students.

For over 15 years, human genetics at the University of Illinois College of Medicine at Chicago (UICMC) was taught exclusively through lectures. In 1989-90 the authors revised this course for the graduating class of 1993 in order to incorporate many features found in a clerkship experience, such as oral presentations and the exploration of differential diagnoses through patient cases. In addition to lectures, the revised course consisted of small-group work in concentrated blocks of time, involving both a library research project and problem-based learning, each of which contributed to (1) significant gains in student achievement compared with data from the class of 1992 and (2) extremely favorable assessments from the students and faculty. The format of a basic science clerkship is being adopted by other departments at UICMC. The authors suggest that this format could be used by other medical schools to integrate the basic and clinical sciences.

Overview of recent literature on undergraduate ambulatory care education and a framework for future planning.

This study provides an interpretive overview of ambulatory care undergraduate education from 1979 to 1991 and identifies two major problems for medical education: (1) the difficulties inherent in the transfer of educational techniques from the hospital to the ambulatory care setting; and (2) the misuse of and lack of agreement on definitions of ambulatory care, primary care, and community-oriented primary care. The authors distinguish various types of ambulatory care and examine factors that differentiate ambulatory care and hospital sites for educating medical students, including the setting, program management, curriculum issues, evaluation, cost, faculty time, and space. Based on concepts and issues identified in the study, the authors propose a framework for planning future ambulatory care education and research.

A collaboration between two innovative medical education programmes in Egypt and the United States.

In 1984, the Center for Educational Development at the University of Illinois at Chicago began to offer its Master of Health Professions Education leadership programme to 13 medical teachers on-site at Suez Canal University in Ismailia, Egypt. The central issue in this project was whether two institutions on different continents and representing different cultures could collaboratively develop and implement a relevant graduate programme. Of equal concern was whether the degree programme could be adapted to meet the needs of the teachers of a new innovative medical school in a developing country. The 13 doctors have now graduated. This paper describes the rationale for the enterprise, the planning phase of the project, the curriculum, problems that had to be overcome, and some indices of success.

Another look at career choice and learning preferences.

The learning styles and preferences of health professionals have been studied increasingly over the past decade, yet few relationships have been found between doctors' career choices and learning styles. One of the problems of relating learning styles to specialty choice is that learning style instruments measure how an individual perceives and processes information in learning situations. This study re-examines doctors' career choices utilizing a learning preference inventory which assesses how one chooses to approach a learning situation. The study results indicate that there are significant differences in doctors' approaches to learning and interacting with others among the different career specialties using a learning preference inventory. This is in contrast to previous research with Kolb's Learning Style Inventory in which learning style was not found to be related to career choice.

A survey of interests in teacher training of health science faculty. Interests in teacher training.

In excess of 1000 members of the faculty at the University of Illinois Medical Center completed and returned an 'Educational Needs Inventory'. In general, respondents displayed a willingness to pursue several educational topics, through short-term seminars and workshops, an interest that was unrelated to present time commitments. Questionnaire results also documented that nearly 50% of the faculty had educational training in the past and perceived this training as valuable and useful to people in instructional roles.