Analysis of dermatology resident self-reported successful learning styles and implications for core competency curriculum development.

BACKGROUND: There are different teaching styles for delivering competency-based curricula. The education literature suggests that learning is maximized when teaching is delivered in a style preferred by learners. AIMS: To determine if dermatology residents report learning style preferences aligned with adult learning.
METHOD: Dermatology residents attending an introductory cutaneous biology course completed a learning styles inventory assessing self-reported success in 35 active and passive learning activities. The 35 learning activities were ranked in order of preference by learners.
RESULTS: Mean overall ratings for active learning activities were significantly higher than for passive learning activities (P = 0.002).
CONCLUSIONS: Trends in dermatology resident learning style preferences should be considered during program curriculum development. Programs should integrate a variety of curriculum delivery methods to accommodate various learning styles, with an emphasis on the active learning styles preferred by residents.