Michal Sikora, nr 1553745

My preferred learning style reflection

Learning style can be defined as a specific way the person learns. That could
include ways of thinking, patterns, strategies, habits, use of specific means, etc.
Personal observation
Personal preferences of mine: I like to search information in internet to broaden
my understanding of specific issues or to looks for answers.
I like to do mind maps. That is helping me to memorize and understand specific
information.
I prefer to study alone. Potential hindrance or a problem would be lack of
motivation or poor organisation.
When in group I prefer to listen when others talk and think about information
privately.
I like to listen, observe, write and read.
I take my time to think first and then try it later.
I learn best when I can find a quiet place to work and have enough time to reflect
on, redraft and improve my work.

Analysis of learning styles tests.

Test 1
In the first, VARK Test (Fleming and Mills 1992) I chose mostly answers
associated with READ/WRITE learning style. That does not really surprise me. I
often like lecturers which offer interesting lectures and plenty of information.
When I have important things to do I do list them on paper. Preparation for study
involves search for textbooks, websites etc. When I have a contact with new
equipment I like to read original manual or instruction booklet. I like doing notes
and mind maps when learning. But normal notes are not entirely effective
because they might be too long. I do not use colours which may be monotonous
and simply boring. The time is wasted on unnecessary words not bearing
information but are merely fillers. I have to read non-essential words. I do not
see straight away crucial information. And the connections between are unclear
or non-visible.
I like to draw mind maps. That is a popular way of graphic notes. There is no
lines, paragraphs or bullet points. Its structure resembles a map which shows
graphic relation between written information in a shape of keywords and
pictures. All the data is contained within a single page. That is main advantage of
this system. Unlike a traditional notes where important information is often

missed or it is difficult to find it among big number or words. It is easy to localise

an issue that is interesting as well as associate it with information localised in a
different spot on the paper.
Lack of choices? Adaptation! If there are kinaesthetic stimuli or auditory only I
choose to convert them into written word or pictures.
When I work with written notes I tend to use keywords. That means a collection
of most important words used in text. Words that give a meaning to it. During
reading I divide information for important and not important, specific and
general, etc. Sometimes it could be also a group of words that represent certain
information.
One of my ways to learn a large amount of information is to write information
bearing words on a sheet of paper. In this way one subject can be condensed in
few words that trigger a chain of connotations.
Test 2
NACH quiz ( McClelland 1958 ) score did not surprise me entirely. I do prefer
courses which are teacher-led rather than student directed. I often need a sense
of direction and assurance offered by teacher. Without it I may feel frustrated
and a bit lost. That is rather a weakness, considering fact that during clinical
placements there will be limited tutor availability as well as fellow students. On
the other hand possible assistance gives me a sense of security and reassurance.
Even if I do not really need it. And it makes me sure that I fulfil school and tutor
requirements. The idea of becoming my own boss, totally independent, brings a
question about how I would work within a team or teams.

Test 3
In the Honey and Mumford ( 2002 ) test I scored highest ( very strong
preference) as a Theorist. I like to link facts and figures in a coherent structure
or logical sequence of steps. When I can work out in my mind logical steps and
causes with consequences I am able to understand and memorize knowledge. I
have also a moderate preference as an Activist, Reflector and Pragmatist. I am
convinced now that I should not dwell only on dry theories. It would be better to
put these in real life situations and see how they work. Are these appropriate and
correct? With this experience that could give me food for thought or reflection.
The possible problem could be long time of processing thoughts without making
clear decision. But when decided I am able to take action and be in centre of new
experience.
Kolb ( 1984) learning cycle is also a technique I use a lot. For example:
-

Experience; I give a short presentation of human anatomy. My

performance was not the best.

Observations and reflections; I struggled to maintain fluent flow of

speech. I kept forgetting words.

Development of ideas; I spoke to the teacher about it and we found

possible solution.

Testing ideas in practice; I prepared presentation and delivered it in

a sure and confident way.

Conclusion
This essay and exercise gave me a deeper insight into my learning ways and
strategies. Not all of them are properly utilised by me. Now, I am aware of my
weaker points. As a future clinical practitioner that area needs improvement in
order to provide best patient care quality and safety. I think that going back and
revisiting this regularly is highly beneficial and recommended for myself.

References

David C. McClelland, "Methods of Measuring Human Motivation", in John W.

Atkinson, ed., Motives in Fantasy, Action and Society (Princeton, N.J.: D. Van Nostrand, 1958), pp. 1213.
Fleming, N.D. and Mills, C. 1992. Not Another Inventory, Rather a Catalyst for
Reflection. To improve the Academy, Vol. 11, 1992, p. 137. Lincoln University,
Canterbury, New Zealand
Honey, P. & Mumford, A. (2000). The learning styles helper's guide. Maidenhead:
Peter Honey Publications Ltd.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning
and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.