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Volume 8 (4)
Volume 8, Issue 4, 1988 
J Contin Educ Health Prof 1988; 8(4):257-265
MEDICINE
Curtis Van Voorhees, EdD Fredric M. Wolf, PhD Larry D. Gruppen, PhD Jeoffrey K. Stross, MD A b s t r a c t This study was undertaken to correlate physician learning styles and various continuing medical education (CME) activities in order to gain a better understanding of physicians' participation in CME. A survey was mailed to a stratified, random sample of 2060 (50%) primary care physicians in Michigan. The learning style instrument used was the Gregore Style Delineator Word Matrix, which categorizes responses into four learning styles: concrete sequential (CS), abstract sequential (AS), abstract random (AR), and concrete random (CR). Three hundred ninety-one completed questionnaires were returned. The male/female distribution, average age, and specialty in board certification data are representative of the primary care physician population in Michigan. CS was the preferred style of 63% of the respondents. AR was preferred by 13.8%, AS by 11.9%, and CR by 11.2%. Most respondents sought information through formal consultation within the community, followed by textbooks, informal consultation with a colleague, or formal consultation with an outside specialist. This study has shown some differences between preferred learning styles, which may account for some of the apparent disparity between education and practice. Additional studies are needed to delineate the relative role of learning styles in the educational process. |
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