Cook et al. (2009) found no support for sensing/intuitive style-by-sequence interaction in medical education¶

Claim · All claims
Evidence · 1 study · review r3 · q3
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Sensing learners did not benefit more from problem-first instruction, nor intuitive learners from content-first instruction, in an internal medicine residency module study. → Pashler 2009

Evidence¶

Pashler 2009¶

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, Volume 9 Number 3. https://journals.sagepub.com/

q3 · i? · review · r3

Study within a medical-education context testing whether sensing-style learners do better when the problem is presented before content and intuitive learners the reverse, using modules on four ambulatory medicine topics with 123 internal medicine residents; the study "found no support for this prediction."

"Studying a sample of 123 internal medicine residents and presenting modules on four ambulatory medicine topics, they found no support for this prediction."

Discussion¶

Related Claims¶

• Visualizer–Verbalizer Questionnaire scores did not predict modality-specific free recall; visual presentation aided recall overall
• Problem-based tutorial discussion of a relevant problem before studying an expository text increases the number of accurate propositions recalled from that text — related
• Learning Styles Matching Does Not Improve Learning — a broader claim this one bears on