Methods to assess adults' learning styles and factors affecting learning in health education: A scoping review.

OBJECTIVES

To develop learner-centered education, knowledge about learning styles and factors that affect the ability to learn in patients and their significant others are essential. The present scoping review aims to identify current evidence on 1) how learning styles are assessed within health education, for adult patients as well as their significant others and 2) factors affecting learning in adult patients and their significant others who receive health education.

METHODS

Systematic literature searches were performed in ERIC, PubMed, Web of Science and PsycINFO.

INCLUSION CRITERIA

1) participants ≥ 18 years; 2) participants were patients or significant others; 3) assessment of learning style and/or factors affecting learning; and 4) health education as context.

RESULTS

45 articles were included. Learning style within health education can be assessed with multiple choice questions, qualitative methods and a validated questionnaire. Health literacy was the most reported factor affecting learning, followed by anxiety and illness condition.

CONCLUSIONS

Prior to the development of learner-centered education for patients and significant others, learning styles as well as factors affecting learning should be assessed in both patients and significant others.

PRACTICE IMPLICATIONS

The process of learning is complex, and it is a shared responsibility of both the learner and the educator.

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