Health Professionals' Inventory of Learning Styles (H-PILS) g y ...

4/12/2010ObjectivesHealth Professionals’ Inventoryof Learning Styles (H‐PILS)Zubin Austin PhDAssociate Dean – AcademicUniversity of Toronto, CanadaUpon completion of this session, you will beable to:a) Discuss the role of self‐reflection in CPDb) Apply learning styles theory to facilitate selfreflectionc) Use the H‐PILS to support CPDI. Self reflection in CPD• CPD cycle begins with self‐reflection• Essential skill to support identification oflearning needs• Essential ilpropensity to facilitate on‐goinglearning• Rarely taught or evaluated in a formal way• Not necessarily a natural process for manyWhat is self‐reflection?• Purposeful and directed examination of one’sown behaviours, thoughts, and beliefs using avariety of different sources of evidence andcriteria• Analytical, continuous process• Frequently aimed at quality improvement orprocess refinementWhy is self‐reflection important?• Throughout school, we can rely upon externalstandards and assessments to direct ourdevelopment• Professional work is complex, individual, andhighly contextual: external standards may bedifficult to find or apply• In the absence of continuous self‐reflection,complacency developsSelf reflection and self assessment• Require on‐going discipline and structure• Require honesty and openness• Documentation• “We don’t know what we don’t know”: needto triangulate and solicit information from avariety of sources, but integrate thisinformation ourselves1

4/12/2010How good are we at it?• Accuracy of self‐reflection and self‐assessmentvaries widely• Over‐estimation of self common in those withlowest abilities• Under‐estimation of self common in thosewith highest abilities• A knowledge base• A skill set• A propensitySelf reflectionII. Role of Learning Styles Theory inSelf ReflectionHow do we learn?‐ Behavioural approaches emphasize rewardsand punishments‐ Cognitive approaches emphasize supremacyof thought and reason‐ Developmental approaches emphasizeimportance of age, stage, and time‐ Psychoanalytic approaches help make theunconscious consciousLearning Styles Theory• Piaget: children are born different• Eysenk: the biological basis of learning• Kolb: learning stylesLearning and Memory• Working memory• Short‐term memory• Long‐term memory• Deep learning• Superficial learningHow do we learn?• Intersection of two interdependent processes:‐ How we take in information from the outsideworld‐ What we do with ihthat information i once we’vetaken it all in2

4/12/2010Learning StylesDivergersAccommodatorDOINGConvergerACTINGREFLECTINGDivergerWATCHINGAssimilator• “Let’s just all get along together, okay?”• Value harmony and relationships overobjective outcomes of success• May not necessarily grasp details or timelines• Are acutely sensitive to environment andnegative feedback• Enjoy working with others for the purpose ofbuilding relationships –this is how learningreally occursAssimilatorsConvergers• “Lack of planning on your part is no reason foran emergency on my part”• Organized, detailed oriented, learn by readingand lectures: “model” students• Require rehearsal time, advanced notice,structure and organization• May confuse others’ confidence forcompetence• Usually hardest on themselves• “Relax everyone, I’m here to help”• Tend to be decisive, leader‐oriented,competitive individuals• Less concerned with details, more withoutcomes• Less concerned with personal feelings thanwith success• May confuse their own confidence withcompetenceAccommodators• “Are we there yet?”• Value efficiency, sometimes at the price ofeffectiveness• Require or want little direction or feedback• Not burdened dby need for perfection or detail• Like to get things done• Grow impatient with the abstract and thetheoretical• Dislike excessive feedback, talking, orunnecessary interactionIII. H‐PILS• Health Professionals’ Inventory of LearningStyles• Tool developed to assist health professionalsidentify their own learning style to helpfacilitate self‐reflection• Initially developed for pharmacists, now usedin a variety of different heath professions andinterprofessional settings3

4/12/2010Using the HPILS• Self‐reflection may not come easily or naturally toeveryone• CPD requires individuals to assume personalresponsibility for self‐identification of learningneeds and gaps• Getting started can be difficult because we don’tknow what we don’t know• Understanding ourselves as learners is a criticalfirst step in understanding our own learningneedsUsing the HPILS• HPILS provides us with insight into who we areas learners: what motivates us, frustrates us,inspires us, and disengages us• Understanding and articulating these factorscan help direct the type of learning that maybe most motivating and meaningful for us• As an increasing array of CE resources becomeavailable, understanding what may be mostbeneficial is criticalLimitations of the HPILS• Inventory approach produces acceptablereliability and validity, but not able to“diagnose” learning styles• Learning style is not like blood type: it is morefluid and flexible• Still, may be useful in prompting reflectionand dialogue about our own assumptionsabout learning as teachers, students, andpractitionersIV. Using HPILS in CPD• Goal is to facilitate self‐reflection• While HPILS does not addresscontent/knowledge domain learning needsand gaps, it can be useful in identifyinglearning process needsHow to use HPILS• To initiate dialogue, discussion, and reflectionon the process of learning• To provide a vocabulary for discussing learningneeds• To provide a skill set for self‐reflecting onlearningHow NOT to use HPILS• To stereotype and pigeon‐hole people• To make statements/claims or assumptionsregarding an individual’s abilities or suitabilityfor a position/role• To engineer relationships between people ofthe same learning style4

4/12/2010Presenting the HPILS• A tool for self reflection• Particularly useful for preceptors/mentors andstudents, to help understand when thingswork well – and not so well• A vehicle for understanding differences inapproaches to learning, work, life, etc.• A fun and interactive way of thinking aboutand discussing learningV. Applications of HPILS• Student/preceptor relationships• Workplaces• Interprofessional settings• CPDSummary• Self‐reflection is integral to the CPD process• HPILS may provide a vehicle for discussing andreflecting upon one’s own processes forlearning• By providing a vocabulary to describe learningprocesses, HPILS can be part of a toolkit forCPD providers, educators, and othersinterested in personal and professionaldevelopmentAbout HPILS• HPILS was developed by Zubin Austin at theFaculty of Pharmacy, University of Toronto.HPILS may be used by educators, withpermission of the developer, atzubin.austin@utoronto.ca5