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Chapter 1: Learning Preferences and Strategies
appreciate how the system delivers oxygen and nutrients and eliminates waste through a complex network of vessels including veins, arteries, and capillaries. When global learners find studying details to be tedious and boring, they can try to find other, more creative and fun ways to learn the same material. For exam- ple, they may prefer drawing their own colorful diagrams or may enjoy using interactive audiovisual tutorials or other activities that are often available online or in digital apps. Visit the Medical Language Lab at medicallanguagelab.com. You’ll find lecture videos, audio tutorials and pronunciation guides, additional flash cards and exercises for critical listening, spoken term generation, word-building, and more! Analytical Learning Analytical learners, sometimes called logical, linear, sequential, or mathematical learners, generally need to see the parts before fully comprehending the whole. Analytical learners readily identify patterns and like to group data into cate- gories for further study. They may create and follow agendas, make lists with items ranked by priority, and approach problem-solving in a logical, methodical manner. Some of the same qualities that are strengths can, at times, become a source of frustration. For example, analytical learners may get stuck in “analysis paral- ysis” as they study details. This can stall forward movement and impair decision making. To them, facts are only facts when they are indisputably accurate and supported by reliable data. Other people may become frustrated by the analyt- ical learner’s need to gather more data and process information in detail (often verbally). They generally are not interested in the logic and rationale and instead wish the analytical learner would just get to the point. Express Yourself Completing chapter exercises is an example of using your visual and kines- thetic senses to encode information for retrieval. In Chapters 4 through 14, you are invited to seek permission from your instructor to complete and sub- mit the final exercise in a way that showcases your specific learning prefer- ences. In the Word Building exercises, you are provided a list of word parts and are prompted to create medical terms that match literal translations of the combined parts. Most of the terms you form will have a commonly used, more detailed medical definition than the translations given in the prompts. Take, for example, the word glioma . The combining form gli/o means glue or gluelike, and the suffix -oma means tumor. Together, the word parts mean “gluelike tumor”; however, the medical definition of glioma is “tumor of the glial cells.” You are instructed to use a medical dictionary to deter- mine whether your terms are correct and to explain the more commonly used meaning. The medical dictionary often elaborates on the use of the term, which provides an opportunity for you to be creative in demonstrating what you know about the meaning of the term. Here are some suggestions for alternative ways to submit the final chapter exercise: • Use all terms in a live or recorded story, game show, or play. • Create an informative podcast, teaching others.
• Create a PowerPoint presentation with images, teaching others. • Substitute terms and definitions for song lyrics or rhymes.
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