Analysis of dermatology resident self-reported successful learning styles and implications for core competency curriculum development

Background: There are different teaching styles for delivering competency-based curricula. The education literature suggests that learning is maximized when teaching is delivered in a style preferred by learners. Aims: To determine if dermatology residents report learning style preferences aligned with adult learning. Method: Dermatology residents attending an introductory cutaneous biology course completed a learning styles inventory assessing self-reported success in 35 active and passive learning activities. The 35 learning activities were ranked in order of preference by learners. Results: Mean overall ratings for active learning activities were significantly higher than for passive learning activities (P=0.002). Conclusions: Trends in dermatology resident learning style preferences should be considered during program curriculum development. Programs should integrate a variety of curriculum delivery methods to accommodate various learning styles, with an emphasis on the active learning styles preferred by residents.