Stephen Kimatian1, Sara Lloyd2, Jeffrey Berger3, Lorraine Steiner4, Robert McKay5, Deborah Schwengal6. 1. is Vice Chair for Education and Chair of Pediatric Anesthesiology at the Anesthesiology Institute, Cleveland Clinic, Cleveland, OH. 2. is President of Human Resources Advantage, Professional Coach for residents at the University of Kansas School of Medicine, Wichita, KS. 3. is Associate Professor of Anesthesiology at the George Washington University School of Medicine and Health Sciences, Washington, D.C. 4. is Associate Professor in the Department of Mathematics, Director of Institutional Research at Newman University, Wichita, KS. 5. is Professor and Chair, Department of Anesthesiology at the University of Kansas School of Medicine, Wichita, KS. 6. is Assistant Professor of Anesthesiology, Critical Care and Pediatrics, Program Director at Johns Hopkins University School of Medicine, Baltimore, MD.
Abstract
BACKGROUND: Learning style inventories used in conjunction with a measure of academic achievement consistently show an association of meaning directed learning patterns with academic success, but have failed to show a clear association of undirected learning styles with academic failure. Using survey methods with anesthesia residents, this study questioned whether additional assessment of factors related to stress, strain, and coping help to better define the association between undirected learning styles and academic risk. METHODS: Pearson chi squared tests. 296 subjects were enrolled from eight institutions with 142 (48%) completing the study. American Board of Anesthesiologists In Training Examinations (ITE) percentiles (ITE%) were used as a measure of academic achievement. The Vermunt Inventory of Learning Styles (ILS) was used to identify four learning patterns and 20 strategies, and the Osipow Stress Inventory-Revised (OSI-R) was used as a measure of six scales of occupational stress, four of personal strain, and four coping resources. RESULTS: Two learning patterns had significant relationship with ITE scores. As seen in previous studies, Meaning Directed Learning was beneficial for academic achievement while Undirected Learning was the least beneficial. Higher scores on Meaning Directed Learning correlated positively with higher ITE scores while higher Undirected and lower Meaning Directed patterns related negatively to ITE%. OSI-R measures of stress, strain and coping indicated that residents with Undirected learning patterns had higher scores on three scales related to stress, and 4 related to strain, while displaying lower scores on two scales related to coping. Residents with higher Meaning Directed patterns scored lower on two scales of stress and two scales of strain, with higher scores on two scales for coping resources. CONCLUSIONS: Low Meaning Directed and high Undirected learning patterns correlated with lower ITE percentiles, higher scores for stress and strain, and lower coping resources. This association suggests that successful remediation of at-risk residents must address stress, strain and coping if long term academic improvement is expected. Further research to identify the value of stress, strain, and coping screening and education is warranted.
BACKGROUND: Learning style inventories used in conjunction with a measure of academic achievement consistently show an association of meaning directed learning patterns with academic success, but have failed to show a clear association of undirected learning styles with academic failure. Using survey methods with anesthesia residents, this study questioned whether additional assessment of factors related to stress, strain, and coping help to better define the association between undirected learning styles and academic risk. METHODS: Pearson chi squared tests. 296 subjects were enrolled from eight institutions with 142 (48%) completing the study. American Board of Anesthesiologists In Training Examinations (ITE) percentiles (ITE%) were used as a measure of academic achievement. The Vermunt Inventory of Learning Styles (ILS) was used to identify four learning patterns and 20 strategies, and the Osipow Stress Inventory-Revised (OSI-R) was used as a measure of six scales of occupational stress, four of personal strain, and four coping resources. RESULTS: Two learning patterns had significant relationship with ITE scores. As seen in previous studies, Meaning Directed Learning was beneficial for academic achievement while Undirected Learning was the least beneficial. Higher scores on Meaning Directed Learning correlated positively with higher ITE scores while higher Undirected and lower Meaning Directed patterns related negatively to ITE%. OSI-R measures of stress, strain and coping indicated that residents with Undirected learning patterns had higher scores on three scales related to stress, and 4 related to strain, while displaying lower scores on two scales related to coping. Residents with higher Meaning Directed patterns scored lower on two scales of stress and two scales of strain, with higher scores on two scales for coping resources. CONCLUSIONS: Low Meaning Directed and high Undirected learning patterns correlated with lower ITE percentiles, higher scores for stress and strain, and lower coping resources. This association suggests that successful remediation of at-risk residents must address stress, strain and coping if long term academic improvement is expected. Further research to identify the value of stress, strain, and coping screening and education is warranted.
Authors: Karen E Hauer; Andrea Ciccone; Thomas R Henzel; Peter Katsufrakis; Stephen H Miller; William A Norcross; Maxine A Papadakis; David M Irby Journal: Acad Med Date: 2009-12 Impact factor: 6.893
Authors: Cedric Kai Wei Tan; Jiin Woei Lee; Adeline Hii; Yen Yi Loo; Ahimsa Campos-Arceiz; David W Macdonald Journal: PeerJ Date: 2018-04-30 Impact factor: 2.984