How do we learn? In today’s fast-paced world, we are surrounded by a constant stream of medical information. How do we master information that is most important and impactful?
Educators believe that students have a preferred style of learning. The literature has categorized various styles, including the VARK model (visual, audio, reading, kinesthetic), which was proposed by Fleming and Mills in 1992.1-4 Visual learners retain information by evaluating diagrams, pictures, or videos. Students who prefer the auditory style learn easily when information is heard. Kinesthetic advocates prefer to be active participants in learning with hands-on activities and training. Which VARK model best describes you?
Personally, I prefer the visual and kinesthetic styles, but my individual style of learning has evolved. Like many of you, the way I comprehend today is different than when I sat in the lecture auditorium during medical school. Studies have demonstrated that learning styles change over time.
I recently participated in several continuing medical education (CME) events and meetings. These events were a great venue to talk to retina colleagues, network, discuss new data, and share how we are applying it to the clinical care of our patients. Many multiday CME events include a series of brief lecture presentations, followed by a panel discussion. Other sessions feature clinical case descriptions with robust discussion on management options. The varying formats at live CME events demonstrate a combination of teaching-learning methods, which include didactic lectures, problem-based learning, case studies, and group discussions, highlighting the visual and auditory styles of learning.
Many of us discussed how busy our lives are, both professionally and personally. Clinic and operating room days start early and end late as we try to take care of all the patients that need our expert help. It is challenging to travel and attend many live CME events. Often, it is much more practical to stay abreast of the latest clinical developments through online resources, medical journals, and medical magazines. We are lifelong learners, multitasking throughout a busy day.
Retinal Physician is designed for the busy retinal specialist. Our publication provides educational content in a succinct and easily digestible format. We have incorporated the latest clinical updates written by colleagues who are managing these retinal issues and researching the best treatment strategies. Furthermore, we have multimedia online content that includes videos and webinars.
This issue has timely content on many relevant medical issues. Drs. Samuel Asanad and David Boyer have written an excellent update on photobiomodulation therapy for dry age-related macular degeneration (AMD). In addition, Drs. Aumer Shughoury and Thomas Ciulla review complement inhibition for geographic atrophy. Furthermore, we have articles discussing coding updates and the latest generation of OCT devices.
It is wonderful to have this collaborative effort to help the busy retina specialist keep up to date on important topics that impact their patients. Thank you for taking the time to read Retinal Physician—we appreciate your partnership. RP
References
1. Fleming, ND. VARK: helping you learn better. Accessed February 6, 2025. https://vark-learn.com
2. Fleming ND, Mills C. Helping students understand how they learn. The Teaching Professor. 1992;7(4):137-155.
3. Shrivastava SR, Shrivastava BS. The fallacy of learning styles in medical education: an evidence-based critique. Arch Med Health Sci. 2023;12(2):278-280. doi:10.4103/amhs.amhs_99_23
4. Buşan AM. Learning styles of medical students—implications in education. Curr Health Sci J. 2014;40(2):104-110. doi:10.12865/CHSJ.40.02.04
