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Evidence-based approaches to learning
Authors Khan AHA, Kulkarni S, Mahmood T, Khan AA
Received 18 April 2018
Accepted for publication 26 April 2018
Published 16 August 2018 Volume 2018:9 Pages 581—582
DOI https://doi.org/10.2147/AMEP.S171499
Checked for plagiarism Yes
Editor who approved publication: Dr Md Anwarul Azim Majumder
Ameer Hamid A Khan,1 Sagar Kulkarni,1 Taha Mahmood,1 Ameena A Khan,2
1Barts and The London School of Medicine and Dentistry, London, UK; 2Department of Medicine, Imperial College London, London, UK
We took great pleasure in reading the article by Aldosari et al1 about the learning style preferences of dental students. The authors showed that high-performing students preferred a multimodal style of learning. We would like to raise a few points that we feel would further guide the faculty in identifying ways of tailoring their teaching methods to the learning needs of their students.
View original paper by Aldosari and colleagues.
Disclosure
The authors report no conflicts of interest in this communication.
References
Aldosari MA, Aljabaa AH, Al-Sehaibany FS, Albarakati S. Learning style preferences of dental students at a single institution in Riyadh, Saudi Arabia, evaluated using the VARK questionnaire. Adv Med Educ Pract. 2018;9:179–186. | ||
Dekker S, Lee NC, Howard-Jones P, Jolles J. Neuromyths in education: prevalence and predictors of misconceptions among teachers. Front Psychol. 2012;3:429. | ||
Newton PM. The learning styles myth is thriving in higher education. Front Psychol. 2015;6:1908. | ||
Pashler H, McDaniel M, Rohrer D, Bjork R. Learning styles: concepts and evidence. Psychol Sci Public Interest. 2008;9(3):105–119. | ||
Howard-Jones PA. Neuroscience and education: myths and messages. Nat Rev Neurosci. 2014;15(12):817–824. |
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