Anatomical Sciences Ed
 2018
DOI: 10.1002/ase.1777
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Another Nail in the Coffin for Learning Styles? Disparities among Undergraduate Anatomy Students’ Study Strategies, Class Performance, and Reported VARK Learning Styles

Polly R. Husmann
1
,
Valerie Dean O’Loughlin
2

Abstract: The concept and existence of learning styles has been fraught with controversy, and recent studies have thrown their existence into doubt. Yet, many students still hold to the conventional wisdom that learning styles are legitimate, and may adapt their outside of class study strategies to match these learning styles. Thus, this study aims to assess if undergraduate anatomy students are more likely to utilize study strategies that align with their hypothetical learning styles (using the VARK analysis from Flemi… Show more

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Cited by 226 publications

(119 citation statements)
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“…These findings align with previous research suggesting that particularly children have a lack of ability to define time [123,124] and intensity in the context of PA [12,13,15-17]. Indeed, these findings fuel the present debate to whether learning styles , such as youth being visual and tactile learners [42], are effective strategies to enhance an individual’s understanding of information [125]. Previous research has demonstrated that changing the learning mode or strategy for a specific population had little improvement on learning outcomes to justify the time and financial costs involved [126-129].…”
Section: Discussionsupporting
confidence: 89%
Exaggerated anticipatory anxiety is common in social anxiety disorder (SAD). Neuroimaging studies have revealed altered neural activity in response to social stimuli in SAD, but fewer studies have examined neural activity during anticipation of feared social stimuli in SAD. The current study examined the time course and magnitude of activity in threat processing brain regions during speech anticipation in socially anxious individuals and healthy controls (HC). Method Participants (SAD n = 58; HC n = 16) underwent functional magnetic resonance imaging (fMRI) during which they completed a 90s control anticipation task and 90s speech anticipation task.
“…These findings align with previous research suggesting that particularly children have a lack of ability to define time [123,124] and intensity in the context of PA [12,13,15-17]. Indeed, these findings fuel the present debate to whether learning styles , such as youth being visual and tactile learners [42], are effective strategies to enhance an individual’s understanding of information [125]. Previous research has demonstrated that changing the learning mode or strategy for a specific population had little improvement on learning outcomes to justify the time and financial costs involved [126-129].…”
Section: Discussionsupporting
confidence: 89%
Exaggerated anticipatory anxiety is common in social anxiety disorder (SAD). Neuroimaging studies have revealed altered neural activity in response to social stimuli in SAD, but fewer studies have examined neural activity during anticipation of feared social stimuli in SAD. The current study examined the time course and magnitude of activity in threat processing brain regions during speech anticipation in socially anxious individuals and healthy controls (HC). Method Participants (SAD n = 58; HC n = 16) underwent functional magnetic resonance imaging (fMRI) during which they completed a 90s control anticipation task and 90s speech anticipation task.
“…Notably, in the current study, neither students' subjective ratings of the model activity nor their ratings of the importance of engaging different types of learning correlated with change in their knowledge scores. This indicates that the activity enhanced understanding regardless of students' attitudes about the activity itself or learning theory in general, consistent with accumulating evidence against learning styles (Husmann and O’Loughlin, 2019).…”
Section: Discussionsupporting
confidence: 84%
Exaggerated anticipatory anxiety is common in social anxiety disorder (SAD). Neuroimaging studies have revealed altered neural activity in response to social stimuli in SAD, but fewer studies have examined neural activity during anticipation of feared social stimuli in SAD. The current study examined the time course and magnitude of activity in threat processing brain regions during speech anticipation in socially anxious individuals and healthy controls (HC). Method Participants (SAD n = 58; HC n = 16) underwent functional magnetic resonance imaging (fMRI) during which they completed a 90s control anticipation task and 90s speech anticipation task.
“…From the result of the test, a P-value of less than 0.05 was defined as statistically significant. Our results were consistent with previous studies on students enrolled in health-related courses, which found that kinesthetic modality was the most preferred learning style (22,24,26,(29)(30)(31)(32)(33). The study by Elkalmi et al at a public university in Malaysia found that pharmacy students frequently reported using the visual way of learning, therefore this was not the case in that study (3).…”
Section: Unimodalsupporting
confidence: 91%
Exaggerated anticipatory anxiety is common in social anxiety disorder (SAD). Neuroimaging studies have revealed altered neural activity in response to social stimuli in SAD, but fewer studies have examined neural activity during anticipation of feared social stimuli in SAD. The current study examined the time course and magnitude of activity in threat processing brain regions during speech anticipation in socially anxious individuals and healthy controls (HC). Method Participants (SAD n = 58; HC n = 16) underwent functional magnetic resonance imaging (fMRI) during which they completed a 90s control anticipation task and 90s speech anticipation task.
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