Using multimodal and multimedia tools in the psychiatric education of diverse learners: Examples from the mental status exam

摘要

Numerous models have been proposed for dissecting and categorizing learners' diverse approaches to perceiving, processing, storing, and retrieving information. Some paradigms consider multiple dimensions, from biological to sociological, whereas others concentrate on one, such as sensory input (1). A number of models have been extensively studied and have associated assessment instruments. These can be administered to learners to delineate and describe learners' styles along the dimensions of a given model (2). The work in this field is so prolific that devising organizational systems and reviewing the many styles is the subject of numerous additional publications (3-5). Many of these diverse models have implications for educators, but considering them all when creating educational materials is certainly challenging, if not impossible.