Please see Medical Teacher 2001, 23, 6, pp 610-612 for the fulltext version of this

paper.
http://www.tandf.co.uk/journals/tf/0142159x.html
Teaching in the medical setting: balancing teaching styles,
learning styles and teaching methods
Lisa Vaughn, Ph.D. and Raymond Baker, M.D.
Childrens Hospital Medical Center
Division of General and Community Pediatrics
Cincinnati, OH, USA
email: lisa.vaughn@chmcc.org
Summary
Effective teaching in medicine requires flexibility, energy, and commitment amidst a
busy background of clinical care. Successful medical teaching also requires that
teachers are able to address learners needs and understand the variations in learners
styles and approaches. Teachers can accomplish these requirements while creating an
optimal teaching-learning environment by utilizing a variety of teaching methods and
teaching styles. If teachers use a variety of teaching methods and styles, learners are
exposed to both familiar and unfamiliar ways of learning which provide both comfort and
tension during the process ultimately giving learners multiple ways to excel. As
Hemesath and colleagues have suggested (1997), new instructional methods are
critical as medical school curricula are changing. Others have mentioned the
importance of using a variety of creative, non-traditional teaching techniques and
strategies in clinical teaching (Handfield-Jones et al., 1993; DaRosa et al., 1997;
Wilkerson & Sarkin, 1998). Grasha (1996) suggests using varied teaching styles to
address the diversity of learner needs. Using a variety of teaching methods and styles
ultimately may encourage adaptability and lifelong learning in the teaching-learning
process. This paper, supplemented by a related website, will provide a conceptual
framework and an expanded compendium of teaching styles and teaching
methodologies which can be used in different clinical settings.
The website (www.medicalteacher.org) features descriptions of preceptor-teaching
styles, learning styles, and teaching and learning style clusters followed by a detailed
description of a variety of teaching methods which can be used in the medical setting.
The following tables are not included in the journal published version of the paper:
Table 1: Grashas Teaching Styles with description, advantages and disadvantages
Table 2: Grashas Learning Styles
Table 3. Teaching and Learning Style Clusters (Grasha, 1996)
Table 4: Teaching Methods
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A
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(
1
9
9
6
)
.


T
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1
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F
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(
1
9
9
6
)
.


T
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g

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(
p
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1
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f
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t
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a
d
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e

s
c
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o
f

t
h
e
c
a
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e
.


T
h
e

p
r
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c
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t
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r

m
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y

t
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n

f
o
c
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s

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n

a

s
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g
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h
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p
o
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a
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f
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l
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a
r
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r
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R
o
l
e

M
o
d
e
l
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n
g
(
G
r
a
s
h
a
,

1
9
9
6
;
W
i
l
k
i
n
s
o
n
,

1
9
8
9
)
P
r
e
c
e
p
t
i
n
g

o
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e

o
r
m
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r
e
s
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s

a
n
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d
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s
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n
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c
l
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o
r

o
f
f
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t
t
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g
(
1
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)
R
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g

m
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y

o
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c
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p
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d

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o
r

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y

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y

w
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h

p
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p
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a
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d

l
e
a
r
n
e
r
.


P
r
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c
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p
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s
h
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l
d

d
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s
c
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d

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n
.
P
s
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h
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s
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y
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g

a

p
a
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a
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r

t
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s
;
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o
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a
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s
m
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s
s
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R
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P
l
a
y
s
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n
d
f
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d
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J
o
n
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e
t

a
l
.
,

1
9
9
3
;
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r
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s
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a
,

1
9
9
6
)
E
n
d

o
f

c
l
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c

s
e
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s
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M
e
d
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c
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(
4
/
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)
P
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c
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p
l
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y

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n
s
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i
m
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t

t
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m
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r

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l
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y

(
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m
i
n
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e
s
)
,

p
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r
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l
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,

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f
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m

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d
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m
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r

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t
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s
;
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d
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m
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G
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(
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g
,

1
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9
6
)
B
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f
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r
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r

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(
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P
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s
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d

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a

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n
.


A
l
l

g
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m
b
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s
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d

(
b
e

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r
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d

t
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)

p
a
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i
c
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p
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e
.


P
r
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c
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m
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y
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e

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;
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f
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w
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a
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c

m
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d
(
C
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n
s
t
a
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t
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n
o
u
,
1
9
9
4
)
P
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p
t
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g

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s
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d
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t
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s

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n

a

c
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(
1
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r

l
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a

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l

g
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(
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-
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)
P
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.


Q
u
e
s
t
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g

s
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d

b
e

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n
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(
n
o
n
-

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p
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)

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s

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.


E
.
g
.

W
h
a
t

a
r
e

s
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m
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s

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p
a
t
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?

D
o

y
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w

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y

O
T
C

m
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d
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n
s

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m
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t

s

n
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l
c
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n
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e
s
t
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n
?

B
a
s
e
d

o
n

c
l
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n
i
c
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l

c
a
s
e
s
;
b
a
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d

o
n

a
s
s
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m
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d
k
n
o
w
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d
g
e

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r

a
s
s
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a
d
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g
s
S
t
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n
t

J
o
u
r
n
a
l
(
D
a
R
o
s
a

e
t

a
l
.
,
1
9
9
7
;

R
i
l
e
y
-
D
o
u
c
e
t

&

W
i
l
s
o
n
,
1
9
9
7
;
H
a
h
n
e
m
a
n
n
,
1
9
8
6
)
R
e
s
i
d
e
n
t

i
n

p
r
i
v
a
t
e
p
r
a
c
t
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c
e

c
o
n
t
i
n
u
i
t
y
s
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t
e
(
1
)
L
e
a
r
n
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r

i
s

e
n
c
o
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r
a
g
e
d

t
o

k
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p

a

d
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y

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k
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y

j
o
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/
h
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r

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s

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n

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d
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s
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u
a
t
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n
.


T
h
i
s

t
e
c
h
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q
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e
f
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r
s

c
r
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d

c
r
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a
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v
e

t
h
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n
k
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g

a
b
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p
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c
h
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c
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c
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m
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d
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,

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w
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s
k
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s

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e
a
r
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e
r
a
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d

p
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c
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p
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o
p
p
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n
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t
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s

t
o

d
i
s
c
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s
u
c
c
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,

f
a
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l
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s
,

a
n
d
p
r
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g
r
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s
s
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o
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r

s

g
r
o
w
t
h
.
D
e
a
t
h

o
f

a

p
a
t
i
e
n
t
;
F
r
u
s
t
r
a
t
i
n
g

f
a
m
i
l
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e
s
;
d
i
f
f
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n
c
e

b
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t
w
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n

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n
n
e
r
c
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y

a
n
d

p
r
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v
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e

p
o
p
u
l
a
t
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o
n
S
t
u
d
e
n
t

T
e
a
c
h
e
r
-
o
f
-
t
h
e
-
D
a
y
(
G
r
a
s
h
a
,

1
9
9
6
)
M
e
d
i
c
a
l

s
t
u
d
e
n
t
s

o
n
a
n

i
n
p
a
t
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e
n
t

w
a
r
d
r
o
t
a
t
i
o
n
(
4
-
6
)
P
r
e
c
e
p
t
o
r

d
e
v
e
l
o
p
s

a

l
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s
t

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f

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o
p
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s

a
b
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u
t

w
h
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c
h

t
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e

l
e
a
r
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r
s
w
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l

b
e

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s
p
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s
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e

f
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r

p
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t
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e
r

m
e
m
b
e
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s

o
f

t
h
e

g
r
o
u
p
.


P
r
e
c
e
p
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s
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v
e

a
s

a
n

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d

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e

p
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n
,

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n
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g

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,

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s
,

t
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s
t
q
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s
t
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n
s
,

e
t
c
.


P
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c
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p
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r

t
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n

a
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n
d
s

a
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l

p
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s
a
n
d

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n
c
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p
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n

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c
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s
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n

w
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r

g
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m
b
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s
.
S
p
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c
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f
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d
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s
e
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;
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