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A basic part of
understanding the learning process is to think critically about the way
you learn. What are
your most successful approaches to conquering course work? When you
understand your preferred learning styles, you can bring a greater
sense of control and flexibility to the demands of each course as
required. The following categories
suggest learning styles, but are actually learning modalities.
Everyone uses these in different circumstances, but most people
also have a favorite or preferred modality.
You can learn to draw
upon several learning styles and modalities, trying a different style
and studying approach to new material, as learning situations warrant.
Learning
Style: B
Another
way of identifying learning preference is the dichotomy of cognitive
styles known as field dependent and field
independent. As
described originally by Herman Witkin (Fuhrmann, 1983, p.103) these
cognitive styles describe the way people process information.
Students who are field independent rely on internal cues
for the processing of information, analyzing things into parts; these
students easily work independently.
Field dependent students rely more heavily on external
stimuli in a task; they learn best with a group, and may have
difficulty separating individual parts from the whole. (Fuhrmann,
1983, p.104). These
differences are important to understand in the context of adaptation
to medical school. Self
knowledge will help to identify learning and training needs and
therefore find compatible learning situations.
As a field dependent student you may find study groups
bridge gaps between instructor distance and your preference for
interactive learning. Look
for well articulated course objectives, requirements, and class
discussions. As a field
independent student, you can more easily structure your time
independently, and may appreciate designing your own assignments and
assessments. Independent
study sessions are usually preferred. You can identify your learning style preference through simple reflection on your ideal learning situations. It is also important to recognize that each faculty member has their own learning style and therefore teaching style. Instructors often present course material using their own preferred style. The subsequent kind of syllabus and listing of course objectives, tests and other assignments, timelines for course work completion, kinds of class discussions, desire to arrange tutoring and review sessions, all reflect that style preference. As you become familiar with learning and teaching style, seek out and develop the most comfortable and effective balance necessary for your academic success.
Learning
Style: C
It
is also helpful to look at learning style in relation to
personality-based preferences. The Myers Briggs Type Indicator
(MBTI) identifies one's preferences for ways of taking in and
processing information, this describes aspects of both personality and
learning style. The Type
Indicator is based on the work of Katharine Briggs and Isabel Briggs
Myers who wanted to make practical the theories of psychologist Carl
Jung. Personality,
who you are and how you relate to others, impacts learning style
because basic preferences for relating to the world are manifest in
preferences for learning about the world.
Attending to your natural preferences can greatly facilitate
understanding, memory, retention, and retrieval. The dichotomous scales as developed by Isabel Briggs Myers, (McCaulley, 2001) are:
The type emerging from the Indicator is characterized with a main preference in each of the four function categories, identified using the designated letters, such as ISFJ. Knowing your personal type can provide you with important information about how you might be used to and most comfortable processing new information. The descriptions on the following pages may offer some clues both about your learning preferences, insight into how others learn, and ideas about adding strategies. One way learning style manifests is with the "perceiving function" of sensing (S) or intuition (N). Stated differently, this function usually indicates a preference for linear learning or integrative learning; linear being the structured outlined, detail orientation, and integrative being the overview, big picture, conceptual version. You can see how both orientations will together give you the foundation for medical education and practice. Beyond the classroom, this understanding may prove useful for good communication in tutorial groups, and clinical settings with health care team members, patients and families.
Ways to use learning style to your advantage
Adapted from Georgia State University: “GSU Master
Teacher Program: On Learning Styles” (Brightman, 2003) For more information on the Myers Briggs Type Indicator, please see the following web sites: The Center for Applications of Psychological Type, http://www.capt.org; and The Success Types Learning Style Type Indicator, Introduction to your Psychological Type by John W. Pelley, Ph.D., http://www.ttuhsc.edu/success/LSTIntro.htm.
Contact the
Hispanic and Native American Center of Excellence
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