Abstract

Background: Learning is the process of the student's concept of knowledge, imprinted on the mind, and the ability to use that knowledge. This study aimed to determine the learning preferences of emergency physicians. Methods: A total of 223 emergency physicians working in eleven public hospitals and agreed to participate the study were included in the study. Participants evaluated with a questionnaire consisting of seven questions and Turkish translation of VARK [visual (V), aural (A), kinesthetic (K), Read- Write (R)] (version 7.8) consisting of sixteen questions, by face-to-face or by mail. We probed the participants’ position in emergency department, whether they had taken place in emergency staff training, and whether they had already attended to a facilitation skills course . Results: 63.2% (n = 141) of the physicians were working in the university hospital. It was found that 57.4% (n = 128) of the participants took charge in training of emergency staff and 67.3% (n = 150) did not attended to a facilitation skills course. In the learning preferences of the group, AK was the most favored by 15,7% (n = 35) and ARK was 14,8% (n = 33). Learning preference distribution of the participants were 43% (n = 96) bimodal and 31.8% (n = 71) trimodal. Conclusions: The best learning style has two components. One of those to provide appropriate training to the preference of the learner, and the other is that the learner is aware of his own learning style. Implementation of training activities by trained trainers, provides an excellent learning environment in which the training materials contain visual, auditory, read-write and kinesthetic modules. The awareness of the emergency physicans own learning preference and the preparation of curriculum containing the items appropriate for all types of medical training preferences will contribute positively to the success and quality of education.

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