Tailoring Teaching Instructions According to Student’s Different Learning Styles: Are We Hitting the Right Button?

Chew, Keng Sheng (2016) Tailoring Teaching Instructions According to Student’s Different Learning Styles: Are We Hitting the Right Button? Education in Medicine Journal, 8 (3). pp. 103-107. ISSN 2180-1932

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Abstract

To address the diverse preferred learning styles, one of the oft-cited recommendations for educators is to tailor teaching instructions accordingly. This pedagogy however, lacks scientific evidences. Furthermore, in medical curriculum, tailoring instructions according to preferred learning styles is not pragmatic. This is because different subjects and in different settings matter may be best delivered in specific delivery mode. Furthermore, patients’ presentations are often multi-sensorial. As such, the onus is on the students themselves to adjust the amount of learning efforts they put in according to their preferred or not preferred learning styles.

Item Type: Article
Uncontrolled Keywords: Learning styles, Fleming’s VARK model, Teaching instructions, Meshing hypothesis, Medical curriculum, research, Universiti Malaysia Sarawak, unimas, university, universiti, Borneo, Malaysia, Sarawak, Kuching, Samarahan, ipta, education
Subjects: L Education > LB Theory and practice of education
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
R Medicine > R Medicine (General)
Divisions: Academic Faculties, Institutes and Centres > Faculty of Medicine and Health Sciences
Depositing User: Karen Kornalius
Date Deposited: 05 Oct 2016 07:48
Last Modified: 14 Nov 2016 01:22
URI: http://ir.unimas.my/id/eprint/13699

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