Honey and Mumford developed their learning styles model in the 1980s.

They categorised learners into four distinct styles, providing valuable insights into how individuals approach learning.

Honey and Mumford demonstrated that although we normally possess all four learning styles, we have a preference for one or two.

Our preferred learning style will have a direct impact on our preferred teaching style, for example activists prefer to include lots of activities in their teaching sessions.

Reflectors like to include lots of time to think. Theorists like to explain the theories behind what they are teaching, and Pragmatists like to include lots of practical exercises.

The key to successfully applying Honey and Mumford’s model is to design and deliver teaching sessions that include activities that appeal to all four learning styles, despite our preferred learning style as teachers.

Activist will need activities; reflectors will need time to think. Theorists will need theories explained to them thoroughly and pragmatists will need to be given time to apply their new skills and knowledge in a practical setting.

It is unlikely that you can appeal to all four styles at the same time, but you can appeal to all four styles at different times.

For example, explaining the theory behind a certain technique such as canulisation, demonstrating how to insert a cannula, allowing students to practice inserting a cannula and then allowing them time to reflect on their experience would appeal to all 4 learning styles.

Understanding the Activist Learning Style

1. Activist - Concrete Experience
The Activist is characterised by a hands-on and experiential approach to learning. These individuals thrive in dynamic and interactive environments where they can engage actively with the learning material. They are often spontaneous and open to new experiences, valuing the process of trial and error.

Learning activities that will appeal to the activist learning style include:

Interactive workshops.
Workshops that involve case study discussions, role-playing patient consultations, and collaborative problem-solving sessions.

Simulation Training.
Participating in simulations of medical emergencies, such as cardiac arrests or trauma scenarios, where activists can practice their skills in a controlled but realistic environment.

Shadowing and Mentoring.
Spending time shadowing senior colleagues in different specialties to gain a broader understanding of various medical practices and procedures.

Clinical Rotations.
Rotating through different departments such as ICU, A&E, and paediatrics will allow activists to gain a diverse range of experiences and skills.

Multidisciplinary Team Meetings.
Actively participating in multidisciplinary team meetings where treatment plans and medication therapies are discussed and decided.

Interactive Case Studies.
Analysing and presenting case studies that involve complex medication regimens, potential drug interactions, and patient counselling scenarios.

Role-Playing Exercises.
Conducting role-playing activities such as handling complex patient interactions or emergency situations helps activists practice and develop their interpersonal and clinical skills.

Team-Based Learning.
Implementing team-based learning projects, such as collaborative patient care planning or multidisciplinary team exercises, enables activists to learn through active collaboration and problem-solving.

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Understanding your preferred learning style is essential to your success as a teacher. 

Honey and Mumford's learning styles model is one of the most widely used models by teachers and educators in many sectors right across the planet. 

And it is one of the key models included in our introduction to teaching skills e-learning programme. 

This short video provides an overview of the Activist learning style and is a great example of the content within our e-learning programme.