Learning Styles theory promises improved academic performance based on the identification of a personal, sensory preference for informational processing. This promise is not supported by evidence, and is in contrast to our current understanding of the neuroscience of learning. Despite this lack of evidence, it appears that belief in the Learning Styles ‘neuromyth’ remains high amongst educators. ‘ We found that the use of Learning Style frameworks persist in education research for the health professions; 91% of 112 recent research papers published on Learning Styles are based upon the premise that Learning Styles are a useful approach to education. This is in sharp contrast to the fundamental principle of evidence-based practice within these professions. Here we offer perspectives from both research and student about this apparent mismatch between educational practice and clinical practice, along with recommendations and considerations for the future.

中文翻译：

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学习方式 神经神话在医学教育中仍然盛行

学习风格理论承诺基于对信息处理的个人感官偏好的识别来提高学业成绩。这一承诺没有证据支持，并且与我们目前对学习神经科学的理解形成鲜明对比。尽管缺乏证据，但似乎教育工作者对学习风格“神经神话”的信念仍然很高。' 我们发现，学习风格框架的使用持续存在于卫生专业的教育研究中；最近发表的关于学习风格的 112 篇研究论文中有 91% 的前提是学习风格是一种有用的教育方法。这与这些行业中循证实践的基本原则形成鲜明对比。