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Volume 15 (2)
Volume 15, Issue 2, June 1995 
J Contin Educ Health Prof 1995; 15(2):95-100
ORIGINAL ARTICLE
Ralph C. Worthington, PhD Maria C. Clay, PhD A b s t r a c t While traditional needs assessments identify educational content, generally these assessments do not measure the varied learning styles of the audience. Individual practitioners can use the Myers-Briggs Type Inventory to help identify learning styles and, based on that identification, select continuing education activities where learning will be most efficient and effective. A review of the Myers-Briggs typology and relevant literature indicates that learners with varied learning styles benefit from quite different learning activities. The traditional large continuing education meeting, for example, is well suited for some learners, not for others. Health professionals will find it easier to stay current in their fields if they select appropriate, learner-specific modes of continuing education. Professional relationships may also benefit if professionals in the same practice environment understand and appreciate that different continuing education formats are necessary for people with different learning styles. Keywords: Continuing health education; learning styles; Myers-Briggs Type Inventory |
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