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How Surgical Residents Learn: Learning Style Preferences and Hybrid Scientific Conference Engagement

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Bibliographic Details
Title: How Surgical Residents Learn: Learning Style Preferences and Hybrid Scientific Conference Engagement
Language: English
Authors: Rachel Williams Newman
Source: Online Submission. 2025Ed.D. Scholarly Research Project, Bradley University.
Peer Reviewed: N
Page Count: 95
Publication Date: 2025
Document Type: Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Adult Education
Descriptors: Surgery, Graduate Medical Education, Cognitive Style, Distance Education, Blended Learning, Experiential Learning, Conferences (Gatherings), Student Attitudes, Videoconferencing, Peer Relationship, Course Content, Accuracy, Age Differences, Measures (Individuals), Educational Change, COVID-19, Pandemics, Learning Theories, Well Being, Medical Students, Educational History, Andragogy
Assessment and Survey Identifiers: Learning Style Inventory
Abstract: Surgical resident learning style preferences in the wake of the rapid, widespread adoption of online learning technology during and following the COVID-19 pandemic is not widely studied. This study investigated learning style preferences of surgical residents in the context of engagement in a hybrid national scientific conference. Thirty-five surgical residents completed the Kolb Experiential Learning Profile (KELP) prior to attending the conference. Afterward, 26 completed a mixed methods survey. Login data were reviewed for online activity for all participants. Ninety-six percent of participants attended the conference in person and zero attended virtually only. Residents indicated focused time for learning and engaging with colleagues were most beneficial to their learning. Eighty-four percent were satisfied with the educational content provided. Results showed that 23% had an Acting learning style followed by Deciding at 20% and Balancing at 14%. Seventy-seven percent thought their KELP results were accurate and largely reinforced their existing learning approaches. Sixty-nine percent thought it would be helpful in their training while 84% thought it would be helpful in future professional development. Fifty-six percent planned to engage online, however only 7.7% did so, indicating the self-identified barrier of time prevented online engagement in education. Despite the small sample size, relationships between learning style and age and self-reported program size approached significance. Dedicated in-person learning is still effective and worthwhile for these learners. Experiential learning approaches may make in-person learning more impactful and microlearning may increase online engagement.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED672420
Database: ERIC
FullText Text:
  Availability: 0
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  Data: How Surgical Residents Learn: Learning Style Preferences and Hybrid Scientific Conference Engagement
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  Data: 95
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  Data: 2025
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  Data: <searchLink fieldCode="DE" term="%22Surgery%22">Surgery</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Medical+Education%22">Graduate Medical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Conferences+%28Gatherings%29%22">Conferences (Gatherings)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Videoconferencing%22">Videoconferencing</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Content%22">Course Content</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Theories%22">Learning Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Students%22">Medical Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+History%22">Educational History</searchLink><br /><searchLink fieldCode="DE" term="%22Andragogy%22">Andragogy</searchLink>
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– Name: Abstract
  Label: Abstract
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  Data: Surgical resident learning style preferences in the wake of the rapid, widespread adoption of online learning technology during and following the COVID-19 pandemic is not widely studied. This study investigated learning style preferences of surgical residents in the context of engagement in a hybrid national scientific conference. Thirty-five surgical residents completed the Kolb Experiential Learning Profile (KELP) prior to attending the conference. Afterward, 26 completed a mixed methods survey. Login data were reviewed for online activity for all participants. Ninety-six percent of participants attended the conference in person and zero attended virtually only. Residents indicated focused time for learning and engaging with colleagues were most beneficial to their learning. Eighty-four percent were satisfied with the educational content provided. Results showed that 23% had an Acting learning style followed by Deciding at 20% and Balancing at 14%. Seventy-seven percent thought their KELP results were accurate and largely reinforced their existing learning approaches. Sixty-nine percent thought it would be helpful in their training while 84% thought it would be helpful in future professional development. Fifty-six percent planned to engage online, however only 7.7% did so, indicating the self-identified barrier of time prevented online engagement in education. Despite the small sample size, relationships between learning style and age and self-reported program size approached significance. Dedicated in-person learning is still effective and worthwhile for these learners. Experiential learning approaches may make in-person learning more impactful and microlearning may increase online engagement.
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  Data: ED672420
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 95
    Subjects:
      – SubjectFull: Surgery
        Type: general
      – SubjectFull: Graduate Medical Education
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Experiential Learning
        Type: general
      – SubjectFull: Conferences (Gatherings)
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Videoconferencing
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Course Content
        Type: general
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Learning Theories
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Medical Students
        Type: general
      – SubjectFull: Educational History
        Type: general
      – SubjectFull: Andragogy
        Type: general
      – SubjectFull: Learning Style Inventory
        Type: general
    Titles:
      – TitleFull: How Surgical Residents Learn: Learning Style Preferences and Hybrid Scientific Conference Engagement
        Type: main
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            NameFull: Rachel Williams Newman
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            – D: 01
              M: 05
              Type: published
              Y: 2025
          Titles:
            – TitleFull: Online Submission
              Type: main
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