Gathering
student data doesn’t always require standardized testing or spreadsheets. In my
clinical teaching, something as simple as a learning style inventory provided
helpful insight for tailoring instruction in ways that fit my students. Using
the VAK model, visual, auditory, kinesthetic, I was able to see learning
preferences that helped me rethink how I guide, demonstrate, and assess during
clinical sessions.
Learning
Style Profiles in My Small Group
After
having my students complete the VAK inventory from the University of Arkansas (n.d.),
I analyzed the results for my five-student group. Ava and Chelsea learned
visual, Sarah was clearly auditory, and Jalen and Kenzie were both kinesthetic
learners. These preferences aligned with what I’d already seen in their
behavior and performance in clinic.
- Ava
and Chelsea (Visual):
They respond best to visual tools. Diagrams of nerve blocks, color-coded
instrumentation charts, and laminated injection guides can help these two
organize information and maintain independence during procedures. Both
process visual instructions quickly, which supports their confidence in
documentation.
- Sarah
(Auditory): Sarah
absorbs and retains spoken information. She tracks verbal feedback well
during clinic and at conferences, as well as benefits from hearing
expectations repeated. Her strong communication skills also translate to
clear patient education, though she still benefits from auditory
explanations to accompany written instructions.
- Jalen and Kenzie (Kinesthetic): These students need to move, touch, and practice. Jalen’s fine motor skills support strong instrumentation when given repeated opportunities to practice. Kenzie, although more reserved, gains confidence when allowed to observe and then try procedures herself. Both benefit from “learn by doing” strategies and hands-on tasks.
As Lucariello et al. (2016) note, students bring different cognitive strengths to learning tasks, and tailoring instruction based on these strengths supports their engagement and retention. In my experience, learning style data often matches what I already notice about how students interact, communicate, and complete tasks physically and emotionally in the operatory.
Applying
Learning Styles in Clinic Planning
We
don’t always think of clinic as a space for lesson planning, but the same
principles apply. Using what I learned from the VAK survey, I can start making
intentional adjustments:
- Visual
(Ava & Chelsea):
I could offer chairside diagrams
and concept maps, especially for local anesthesia. They would also benefit from
printed checklists and being shown where to look during assessments.
- Auditory
(Sarah): I’ve
started using more verbal walk-throughs of procedures. I’m considering
Flip (formerly Flipgrid) for recording verbal reflections or peer
feedback, especially since Sarah responds well to discussion and spoken
direction.
- Kinesthetic
(Jalen & Kenzie):
These two need time to physically manipulate materials. I’ve made space
for them to set up trays and explain their setup before starting. Asking
them to demonstrate a technique back to me would be a useful formative
assessment.
Murawski
and Scott (2019) emphasize that Universal Design for Learning calls for
varied paths to mastery. These small changes offer multiple means of
representation and allow students to approach clinic tasks in ways that match
their strengths.
Strengths,
Interests, and Individual Growth
I
also look at what each student already does well:
- Kenzie is quiet but notices visual details.
She’s often the first to catch radiographic anomalies or subtle tissue
changes. I could let her lead peer reviews of intraoral photos.
- Sarah is natural at patient
education and case presentations but needs support writing complete treatment
and procedure notes. She does better when we talk through her findings
first.
- Ava
and Chelsea
like examples. I can share video clips or strong student samples from past
cohorts to help them visualize expectations.
- Jalen gains confidence the more he
practices. His kinesthetic learning style makes him fast and efficient
once the muscle memory is in place, especially with ultrasonic
instrumentation and sharpening.
Matching
Assessments to Learning Preferences
In
clinic, assessments aren’t always written tests, they’re often practical,
verbal, or observational. I could vary how I assess depending on the student’s
style:
- Visual
learners can
submit a photo log of patient progression or create a visual flowchart of
a procedure, and we can review it during our clinic conferences.
- Auditory
learners might
record a brief audio reflection about what went well and what they’ll do
differently next time.
- Kinesthetic
learners can
demonstrate task-based skills or teach a technique to a peer.
Offering
choices, like through a simple choice board, helps each student show competence
in a way that feels natural for them. As Cooper (2019) explains, digital
tools can support personalization in instruction and feedback, especially when
used intentionally in clinical education.
Using
learning style data doesn’t mean locking students into a single mode of instruction, it just helps me offer more ways for them to succeed. In the dental hygiene
clinic, where time is tight and patients are the focus, these small adjustments can make a real difference in student confidence, engagement, and performance.
References
Cooper,
L. F. (2019). Digital technology: Impact and opportunities in dental education.
Journal of Dental Education. https://doi.org/10.21815/JDE.019.042.
Lucariello,
J. M., Nastasi, B. K., Anderman, E. M., Dwyer, C., Ormiston, H., & Skiba,
R. (2016). Science supports education: The behavioral research base for
psychology’s top 20 principles for enhancing teaching and learning. Mind,
Brain, and Education, 10(1), 55–67. https://doi.org/10.1111/mbe.12099.
Murawski,
W. W., & Scott, K. L. (2019). What really works with Universal Design
for Learning. Corwin.
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