Let’s mix up the learning

Let’s mix up the learning

4th September 2024

[Source: The Probe • July 2024]

How each of us receives and processes information is a relatively new concept. For centuries the accepted standard was the all-knowing teacher imparting wisdom to a largely ambivalent classroom of blank faces. This style of teaching is still often used as the basis for learning but with the welcome consideration and far higher levels of engagement and interaction. I enjoy seeking out these different dimensions for my own dental teaching.

As our working patterns have flexed in all directions, so we learn. Online, in person, self-paced, one-to-one, in a group, traditional workbooks, single sessions, longer courses: it is open season both for the trainer and trainee. My endo training is largely in person, classroom based and spans one and three day short courses (through evo endo) – as well as mentoring and supporting newly qualified dentists at the London Deanery.  

How we give and receive information is fascinating with many studies emerging about the different types of learners we all are. Categorisation became popular with learning models such as VARK (published in 1987 by education theorist Neil Fleming). He divided us up into having a visual, auditory, read/writing or kinesthetic learning bias. It was a refreshing revelation after such a deeply embedded history of ‘teacher front and listen’ delivery. 

There are many models in the vein of VARK – if you want a steer on which one you are, consider how you might tackle the problem of changing the oil in your car. Do you reach for the glove compartment to read up or do you opt for YouTube to watch how it’s done? Might you ask a friend or go on an online discussion forum? If you’re going on holiday, do you buy the Lost Planet guide or do you scroll through images and recommendations on your phone?

Visual learners:                 

Have a tendency towards charts, graphics and diagrams. They like a highlighter pen and often use symbols instead of words

Auditory learners:            

Listen to audio notes, discuss content and concepts, enjoy reading notes aloud, seek peer/group discussions and explanations

Read/write learners:      

Write notes, and then they write more notes! Reorganise existing notes. Convert visual aids such as flowcharts and diagrams into statements

Kinesthetic learners:     

Enjoy case studies, like real-life examples, might undertake their own practical experiments, use visual aids

Don’t you think we all like certain aspects of each of these styles? I’m not convinced that one strand would be a success on its own. I much prefer the concept that good teaching combines a banquet of modalities and results in a range of digestible content (forgive the food analogy but, like a buffet, there’s something there for everyone). That way you will resonate with all of your students at different frequencies (depending on how they like to learn) but the end result is more interesting, dynamic and attention-grabbing in its varietal style. Unless you are offering one-to-one personal development sessions, a mixed format is the way forward!

A training course with some direct delivery – speaking and explaining, supported with high quality slides and some video will have a good chance of hitting the mark. If you add in some hands-on, ‘have a go’ practical sessions, this will cement the theory. Some further one-to-one conversations, questions and guidance takes the understanding to a much higher level. Providing good course materials for note-taking and later reference is another box ticked. The combination of all four will undoubtedly do more than a straight lecture-style delivery.

I design training to cover all four learning styles and aim to include lots of short bursts of each of the VARK pillars, especially with the hands-on sessions. We have invested in lots of equipment because putting the theory to the test is one of the best way I’ve seen delegates gain skills… and make mistakes too- which is just as important. I enjoy being honest with delegates about the errors I made as a young dentist when we’re combining practicals and theory – and the lessons we can take from these.

However you teach, or learn, one thing is certain… if the person taking the course knows their stuff, is passionate about passing on knowledge and likes to combine the theory with the practical – and the student is a keen, eager sponge – aspirational and curious; you are more than halfway there. I find that a student body that asks good questions, as a result of their environment, is a barometer of engagement and also creates an energetic place of learning for themselves – and 100% for me too.

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