Learning preferences and learning styles: a study of Wessex general practice registrars

Background: Experienced trainers know that individual registrars react very differently to identical learning experiences generated during the year in practice. This divergence reflects differences in registrars' learning sty les. Only one study of United Kingdom (UK) general practitioners' learning styles has been undertaken. Learning style theory predicts that matching le arning preference with learning style will enhance learning. This paper res earches for the first time the evidence in the setting of UK general practi ce. Aim: To determine, for the general practice registrars within the Wessex Re gion the nature of their learning preferences and learning styles and corre lations between them. Design of study: A descriptive confidential postal questionnaire survey. Setting: Fifty-seven registrars identified in the Wessex Region with a mini mum experience of six months in general practice. Method: The questionnaire gathered demographic data (sex, age, experience i n general practice, years post-registration, and postgraduate qualification s). Learning preferences were elicited using a six-point Likert scale for l earning experiences. The Honey and Mumford Learning Style Questionnaire (LS Q) elicited the registrars' learning styles. A second questionnaire was sen t to non-responders. Results: The response rate was 74%. Registrars report that interactive lear ning with feedback is preferred, but more passive learning formats remain v alued. A wide range of learning style scores was found. The Honey and Mumfo rd LSQ mean scores fell within the reflector-theorist quadrant. Evidence fo r correlations between learning preferences and learning styles was also fo und, in particular for the multiple choice question and audit components of summative assessment. Conclusion: A wide range of registrar learning styles exists in Wessex, and initial correlations are described between learning preferences and learni ng styles as predicted by style theory. This work sets the stage for a shar ed understanding and use of learning style theory to enhance professional l earning throughout a GP's career. More research is needed in this domain.