THE CONCEPT OF LEARNING STYLES AS A COMPONENT OF THE LEARNING THEORY WITH THE HELP OF EXPERIENCE IN FUTURE MEDICAL WORKERS’ PROFESSIONAL TRAINING

Within the last couple of decades there has happened a significant change in education from the teacher-centered approach to a focus on the learner as an active participant in the learning process. Traditional lecture-based instruction is efficient when the scope of knowledge itself is taken into consideration, and deficient where the focus is on retention of knowledge, problem-solving skills, or ability to put the newly acquired knowledge into practice. Experiential learning theory and the concept of learning styles were first formulated by David A. Kolb in 1971. Since then it has become a widely used tool of teaching and learning improvement in higher education. Kolb's theory defines learning as “the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience” Experiential learning theory singles out two modes of grasping experience—Concrete Experience and Abstract Conceptualization -- and two modes of transforming experience—Reflective Observation and Active Experimentation. Learners have individual differences in the way they obtain knowledge depending on the most preferred mode of grasping or transforming experience. According to Kolb there are four distinct learning styles. The first one is dynamic. People of this learning style are good at experimenting, creating and putting knowledge into practice. Imaginative learners are best at exchanging opinions and discussions. Analytical learners need systematic presentation of material and kinesthetic learners perceive all the information abstractly and process it actively. In 1996 there was conducted a pre-test post-test experimental study to assess the effectiveness of didactic teaching and experiential learning in a HIV/AIDS training for nursing students in the Philippines. The authors hypothesized that experiential learning would yield significantly higher knowledge levels and favorable attitude changes in the students than didactic teaching. Knowledge post-test scores indicated that both didactic and experiential learning approach caused a significant increase in the students' knowledge levels. However, the experiential learning group achieved significantly higher knowledge level than the didactic group and only the experiential learning group showed a consistent positive change on all attitudinal scales. Educators can definitely use the learning style information to increase teaching effectiveness and maximize student learning.