• Hung-Yi Lai, Ching-Yi Lee, Angela Chiu, and Shih-Tseng Lee.
• Department of Neurosurgery, Chang-Gung Memorial Hospital, Taoyuan, Chang-Gung University College of Medicine, Taoyuan, Taiwan.
• World Neurosurg. 2014 Sep 1;82(3-4):298-303.

ObjectiveTo delineate the learning style that best defines a successful practitioner in the field of neurosurgery by using a validated learning style inventory.MethodsThe Kolb Learning Style Inventory, a validated assessment tool, was administered to all practicing neurosurgeons, neurosurgical residents, and neurology residents employed at Chang Gung Memorial Hospital, an institution that provides primary and tertiary clinical care in 3 locations, Linkou, Kaohsiung, and Chiayi. There were 81 participants who entered the study, and all completed the study.ResultsNeurosurgeons preferred the assimilating learning style (52%), followed by the diverging learning style (39%). Neurosurgery residents were slightly more evenly distributed across the learning styles; however, they still favored assimilating (32%) and diverging (41%). Neurology residents had the most clearly defined preferred learning style with assimilating (76%) obtaining the large majority and diverging (12%) being a distant second.ConclusionsThe assimilating and diverging learning styles are the preferred learning styles among neurosurgeons, neurosurgery residents, and neurology residents. The assimilating learning style typically is the primary learning style for neurosurgeons and neurology residents. Neurosurgical residents start off with a diverging learning style and progress toward an assimilating learning style as they work toward becoming practicing neurosurgeons. The field of neurosurgery has limited opportunities for active experimentation, which may explain why individuals who prefer reflective observation are more likely to succeed in this field.Copyright © 2014 Elsevier Inc. All rights reserved.

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