Language matters: different learning styles and related activities

Abstract

Diabetes education depends on more than the accuracy of the information provided. The selected words, tone, attitude, and teaching approach influence the trust, engagement, and experiences of people living with diabetes. Stigmatizing language—for example, “diabetic,” “nonadherent,” or “treatment failure”—can imply blame and reduce a person to their condition. Person-centered, respectful, and nonjudgmental language supports collaborative relationships and recognizes that diabetes self-management decisions occur within diverse personal, family, cultural, and social realities^1,2.

This presentation examines how to reframe commonly used expressions: “person living with diabetes” instead of “diabetic”; “the person is facing barriers” instead of “nonadherent”; and “the current plan did not achieve the agreed-upon goals” instead of “the treatment failed.” These changes are not merely a matter of courtesy. They shift the focus of the conversation from judging to exploring, listening, and solving problems together.

The presentation also examines the concept of “learning styles.” Although people may express preferences, evidence does not support assigning individuals to fixed categories or assuming that they learn better when education is matched exclusively to one particular modality³. In practice, a multimodal educational approach is recommended, combining showing, conversation, reading and writing, and practice. The same idea can be presented through images or demonstrations, questions and stories, brief written materials, role-play, and problem-solving. The strategy should be selected according to the content, context, abilities, available resources, and preferences expressed by the person.

Finally, teach-back is proposed as a strategy for confirming understanding. The educator explains one brief idea, asks the person to describe it in their own words, clarifies any confusion, and checks again. Teach-back does not test the person; it helps evaluate how clearly the information was explained and allows misunderstandings to be addressed promptly⁴.

Effective education begins with listening. It does not require labeling people, but rather adapting communication, creating opportunities for engagement, and confirming understanding. Words are also a form of care.