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

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