InnovAiT, 0(0), 1–5

Learning styles
Dr Anish Kotecha
GP, Cwmbran Village Surgery, South Wales
Email: dr.anishkotecha@gmail.com

G eneral practice requires a breadth of knowledge and continual learning. Professional

development requires ongoing commitment, dedication and a strong work ethic. Often
acceptance of the need to learn is not matched by knowledge of how best to learn.
Educational theory suggests that being aware of individual learning preference allows
more effective learning. There are several methods of learning and different learning
activities will suit people according to preferred learning styles. A trainer, for example,
can prepare more effective tutorials with this knowledge. This article considers some of the
models of learning style to inform more effective individual learning.

The GP curriculum and learning styles

Professional module 2.04: Enhancing professional knowledge states that:

. As a GP you should have the skills to learn, critically appraise and teach
. You should be able to appraise research and guidelines critically, understanding their generalisability and validity
. You should be able to apply evidence in the context of the patient, the community and the healthcare setting
. You should be able to audit your own practice and that of your organisation, and develop changes in the light of the
findings
. You should be able to work within a multidisciplinary team so that the views and knowledge of the whole team are
applied when discussing the care of a patient
. You should be able to demonstrate the competences of shared leadership so as to maximise the effectiveness of healthcare
delivery
. You should ensure you are up-to-date in managing the acute care of patients
. You should, as part of supervising others in your team, be able to teach the need for safer practice and better patient care
. You should be willing to receive feedback as a teacher from individuals or groups in order to improve and learn from your
teaching and educational sessions
. You should be aware that your own health and that of your colleagues should be optimal to ensure safe practice

Background . Limited clinical experience of a wide range of conditions

Learning is a lifelong process and requires active engagement . The rarity of certain important conditions and
from the learner. There is a rich environment for learning in presentations
medicine with many different and innovative ways of absorb- Gaps in knowledge will vary between individuals based on
ing information including professional conversations, events a range of factors. However, it is important to understand the
and conferences, books, online modules, webcasts and pod- unknown gaps in knowledge. This concept has been illu-
casts. Learning in general practice is challenged by: strated by the Johari Window created by Joseph Luft and
. The wide range of problems presenting to GPs Harrington Ingram (1955) (Fig. 1). This affirms that there are
. A generalist information base lacking depth on many spe- ‘blind spots’ in knowledge, but also highlights that individuals
cialist conditions may not know what they do not know.

InnovAiT, 2019, Vol. 0(0), 1–5, ! The Author(s) 2019.

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DOI: 10.1177/1755738018814278
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Figure 1. Johari’s window. Figure 2. Kolb’s learning cycle.

Known to self Unknown to self Concrete

experience
Open Blind spot (doing/having an
Known to

experience)
others

Acve Reflecve
Hidden Unknown to all
Unknown
to others

experimentaon observaon
(planning/trying out (reviewing/reflecng
what you've learned on the experience

Abstract
These ‘blind spots’ can be identified formally or informally, conceptualisaon
for example, within consultations, in discussions with col- (concluding/learning
from the experience)
leagues, by scrutiny of the RCGP curriculum or in reviewing
guidelines, such as those from the National Institute of Health
and Care Excellence. A trainer might give a trainee insight
from a variety of experiences that impact on the trainee’s
learning. This could include exploring use of different styles concrete experience, one must reflect on that experience
of learning to enhance learning opportunities and remove or and reach conclusions with new concepts arising that can
reduce the ‘blind’ or ‘unknown’ areas. then be implemented. This gives new experiences from
Lynn Curry (1999) suggests that variables affecting our which the cycle can be repeated. Kolb viewed this as an
learning can be recognised in three groups (which can be integral process where full execution of each stage was
illustrated by the layers of an onion): necessary for effective leaning.
. The inner layer represents the ‘cognitive style’: These are
the factors that motivate us to learn and are difficult to
change VARK model
. The middle layer represents our ‘learning style’: This mainly Neil Fleming and Colleen Mills (1992) co-contributed to the
refers to the learning styles showing how we process infor- VARK learning style model (Box 1). An individual may have a
mation but is also influenced by our preference to learn preferred style or might learn well through a combination of a
through social interaction or by working alone few approaches. Certain individuals might have a multimodal
. The outer layer represents ‘affective style’: This describes learning style displaying equal preference for more than one
the environmental factors that affect learning and can be approach.
easily modified
This article will introduce the basic principles of some of the
Multiple intelligences
common models of learning styles, but does not provide an
exhaustive list. Different models make sense to different Howard Gardner identified seven intelligences documenting
people, and there is not one which is more right than another. how individuals learn in different ways (Box 2) (http://multi-
They all share the philosophy that learning is a dynamic pro- pleintelligencesoasis.org/). There is a suggestion that learners
cess. An early session between a trainer and trainee should are better served if education is formatted and assessed in a
concentrate on identifying the learner’s preferred learning variety of ways.
style and learning how they learn best. As well as optimising
the trainee’s learning, these models can help us understand why
we teach in a certain way and assist in analysing a problematic Honey and Mumford
learning situation to look for an alternative way of proceeding.
Peter Honey and Alan Mumford (2015) identified four styles
that people use to learn. Usually people will follow one or two
of these preferences. Being aware of your personal learning
Kolb’s learning cycle
style or that of your trainee allows targeted educational activ-
David Kolb (2014) stated that new experiences create a ities that are more likely to be beneficial. Effective learners are
mechanism for the development of new concepts. His well- flexible and can function to some degree in all styles and take
known learning cycle comprises four stages (Fig. 2). He advantage of most educational situations.
hypothesises that learning is effective when individuals pro- Activists – learn best by doing. They usually involve them-
gress through each stage of the cycle. Therefore, after a selves in new experiences and act before considering the

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Box 1. VARK learning style model. consequences. Leading a group or working with others is pre-
fered and they like having opportunities to have a go. They
Visual usually learn less if they have to attend lectures, analyse a lot
These learners generally prefer diagrams, illustrations, of data or follow precise instructions.
handouts and videos. Lesson planning might concentrate Pragmatists – learn best when there is an obvious link
on flash cards, allowing for mental imagery, using visuals between a topic and its intended learning need. They are
including different colours. Different spatial arrangement keen to try things and look for ideas to apply to a given prob-
may also help. Mind maps and charts can be useful. lem. Using techniques with clear advantages and an example
Auditory helps them. They tend not to favour open-ended discussions
and learn less if there is no obvious benefit or clear guidelines.
These learners prefer group discussions, lectures, listening Theorists – learn best by understanding the theory leading
to podcasts or audiobooks and can pay particular attention
to action. They prefer to have systematic ideas and concepts
to tone, pitch and speed of the trainer. They might read
within a structured situation. Subjective assessments tend to
notes out loud or record them.
alienate them and analysis and synthesis of information is
Read/Write important to them. They learn less when talking about emo-
These learners tend to like reading words or writing notes. tions or feelings and having circumstances without obvious
They often rearrange work into lists or points and re-write clarity or direction.
notes in different ways and in their own words to help Reflectors – learn best by observation and thinking about
them identify particular concepts. what has happened. They are cautious and thoughtful, and
will consider all possible options and implications of each
Kinesthetic
before coming to a considered decision. Their preference is
These learners use strategies involving activity and move- to have time to think and review the situation and to prepare
ment. They might listen to music while working or walk before acting. They do not like working under pressure of
around during revision. They will also stay active in class deadlines.
by taking notes or drawing charts. Connecting learning
material to real-life situations helps them.
Myers and Briggs
The Myers–Briggs type indicator was developed to enable
people to discover their personality types and uses prefer-
Box 2. Multiple intelligences. ences rather than abilities or characters (The Myers & Briggs
. Visual-spatial : These people are aware of their envir- Foundation, 2014). It is based on the understanding that
onment and prefer learning through multimedia, people differ in how they perceive situations and reach con-
images, graphics, three-dimensional models, clusions and can help identify how individuals may best learn.
photographs Each of the following letters corresponds to a specific per-
sonality type. An individual will either be one or the other (or
. Bodily-kinesthetic: These individuals are aware of their
have a stronger preference) within each pair:
body. They read body language and learn using hands-
on experience, role play and physical activities I ¼ Introversion – preference of focusing on your own inner
. Musical: These people are sensitive to music and world
sounds. They work well with music in the background E ¼ Extraversion – preference of focusing on the outer world
and might prefer using audio-learning tools. Musical N ¼ Intuition – preference to interpret and add meaning to
arrangements of the education might suit them well information
S ¼ Sensing – preference to focus on basic information given
. Interpersonal: These individuals like interacting with F ¼ Feeling – preference to look at people and circumstances
others and prefer group activities and dialogue in when making decisions
conferences T ¼ Thinking – preference to look at consistency and logic
. Intrapersonal: These people tend to prefer working when making decisions
alone and use diaries. They have self-motivation and P ¼ Perceiving – preference to stay open to new information
strong determination and like the privacy of their own when dealing with the outside world
space J ¼ Judging – preference to make decisions when dealing with
. Linguistic: These individuals like using words and have the outside world
highly developed skills with vocabulary. Preferential Once a person has decided on their preference in each
teaching methods would include reading, using word category, they will have a four-letter code which places
documents and poetry them in one of 16 personality types that are shown in a type
. Logical-mathematical: These people like using concepts table (Fig. 3). These codes correspond to specific descriptors
and patterns. Puzzles are often a good source of of a person’s characteristics which can be found on the Myers–
education Briggs website (details found in the references and further
information section below).

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Figure 3. Myers Briggs type table. example in Box 3 with colleagues. Work through these scen-
arios with colleagues and explore how differences are
informed by the different theories and learning styles.

Box 3. Putting learning styles into practice.

Think about your preferred learning style. How would you
approach each of the following scenarios?
1. Preparation of a tutorial on ‘consultation models’ for a
fellow GP trainee
2. Revision for the RCGP Clinical Skills Assessment exam
3. Explanation of chronic kidney disease and manage-
ment of risk factors to a newly diagnosed patient
4. Learning how to do joint injections
It is useful to compare your ideas against your colleagues’
MBTIÕ Type Table www.myersbriggs.org/my-mbti-personality-type/ and to reflect on possible reasons for differences by con-
mbti-basics/home.htm?bhcp¼1. Adapted from Looking at TypeÕ : The sidering individual, predominant learning style. Do any
Fundamentals by Charles R. Martin. 1997. Used with permission from patterns emerge between colleagues? How do they link
Center for Applications of Psychological Type, Inc. back to educational theory?

Applying learning styles in practice

Models of learning styles certainly have their place and can be
Conclusion
useful in an introductory tutorial to identify preferred ways of Use of learning styles in education is controversial and there is
learning. Identifying how a trainee likes to learn, what motiv- currently a lack of evidence to reliably inform choices.
ates them and any areas of difficulty can be insightful. However, by considering different learning styles, trainers,
However, these theories have limitations. They may be trainees and patients may improve their communication.
useful for understanding ourselves better and to confirm Informed discussion about learning styles has the poten-
ways we like to learn. Trainers can learn from experience tial to enhance a learner’s educational experience,
and from identifying the strengths and weaknesses of different encourage a wider variety of teaching methods and improve
trainees. If learning is ineffective, these models may inform learning.
explanations and challenge trainers to find new ways of
teaching.
KEY POINTS
The context of what is being learnt will obviously influence
the approach to teaching, but consideration of the learner . There are different learning styles and there are various
should be a priority. Trainees will often have their own tools to identify individual preferences
ideas about learning and these models can inform their think-
ing and may even offer some objectivity to subjective prefer- . People are likely to have more than one preferred learn-
ences. In group teaching, a variety of learning activities is ing style
more likely to cater for different individual learning styles or . Using different educational methods can strengthen less
preferences. Be mindful that no particular learning style is preferred styles so individuals can benefit from more
superior to another or indicative of level of intelligence. learning opportunities
Remember that patients will also have preferences on how
they are given information during the consultation. How do . Educational activities can be chosen to suit a preferred
we take this into account when giving information, advice and learning style
explanations to patients? Do we consider whether conversa- . Trainers should acquire knowledge of trainees’ pre-
tion, diagrams, leaflets or reflection are most appropriate? To ferred learning styles
clarify our explanations of disease and management it may be
helpful to consider a wider repertoire of techniques and to . Information and discussion about different learning
more carefully check patients’ understanding. styles may enhance general practice education by
The practical application of learning styles is important in encouraging variety in teaching methods
general practice. This can be appreciated by considering the

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References and further information

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Education Endowment Foundation. Learning styles teaching and tems-of-care/2-04-enhancing-professional-knowledge.aspx
learning toolkit. Available at: https://educationendowmentfoun- (accessed 3 June 2018).
dation.org.uk/evidence-summaries/teaching-learning-toolkit/ RCGP. How to learn general practice. Available at: www.rcgp.or-
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Fleming ND and Mills C (1992) Not Another Inventory, Rather a curriculum/1-being-a-gp/how-to-learn-general-practice.aspx
Catalyst for Reflection. To Improve the Academy 11: 137–155. (accessed 3 June 2018).
Honey and Mumford (2015) The e-learning network resources. Rohrer D and Pashler H (2012) Learning styles: Where’s the evi-
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resources.eln.io/honey-and-mumford-learning-styles/ The essential handbook for GP training and education. Available at:
(accessed 28 June 2018). www.essentialgptrainingbook.com (accessed 3 June 2018).
Kolb D (2014) Experiential Learning: Experience as the Source of The Myers & Briggs Foundation (2014). Personality types.
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