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Table 1 Learning Styles of Ruijters and Simons [35, 36]

From: Do quality improvement collaboratives’ educational components match the dominant learning style preferences of the participants?

Acquisition

Gathering objective knowledge (facts, theories) from experts; learning is guided by achieving a concrete result. Examples of relevant learning environments are classroom lectures, documentaries and literature study.

Apperception

Observing others/examples and to imitate what works; learning from observing experienced role models and best practices. Learning under pressure, such as hectic, relatively unpredictable and constantly changing work environments. Examples of relevant learning environments are real world situations, such as site visits, shadowing and demonstration.

Discovery

Jumping into new and interesting issues based on personal curiosity and fortuitous circumstances and reflecting on the experience with sagacity to discover new insights; learning and life are combined and must be interesting and inspirational. Learning is based on self-reflection and focused on knowledge creation. Examples of relevant learning environments are practical assignments, brainstorming, storytelling and open space conferences.

Exercising

Practising through supervised repeated exercises in a safe ‘laboratory environment’; learning takes place in training sessions which recreate realistic situations and provide the opportunity to practise new skills. Examples of relevant learning environments are role-play, simulations, workshops and skills labs with an experienced teacher to point things out or pass on knowledge.

Participation

Engaging in a dialogue or discussion with others to share opinions and sharpen ideas; learning is a social event involving interaction and communication (learning from and with others). These dialogues and interactions require equality and trust among participants. Examples of relevant learning environments are peer consultation, communities of practice and case discussions