PURPOSE: The present study examines the characteristics of medical students' learning styles and their relationships to the GPA. METHODS: One hundred 2nd year medical students took the revised version of the Index of Learning Styles (ILS) by Felder-Silverman, which was computerized. The ILS classifies individual preferences for information processing into 16 categories based on four dichotomous dimension: active/reflective, sensing/intuitive, sequential/global, visual/verbal. The GPA from the previous semester was used. RESULTS: The most frequent learning styles were reflective, sensing, sequential, and visual, covering 25% of the class. For the relationship with the GPA, we compared group means. The sensing students showed significantly higher grades than the intuitive students. Other than this result, there seemed to be no particular relationship between learning styles and GPA. This relationship should be further studied. CONCLUSIONS: In this study, medical students were categorized based on individual differences in information processing. Learning styles are expected to be helpful in designing effective learning strategies and thereby enhancing medical students' performance.

Neuroablation should be performed cautiously because neuropathic pain can occur following denervation of a somatic nerve. A 34-year-old man presented with severe penile pain and allodynia following a selective neurectomy of the sensory nerve that innervated the glans penis for treatment of his premature ejaculation. He was treated with various nerve blocks, including continuous epidural infusion, lumbar sympathetic block and sacral selective transforaminal epidural blocks, as well as intravenous ketamine therapy. However, all of the treatments had little effect on the relief of his pain. We performed spinal cord stimulation as the next therapy. After this therapy, the patient has currently been satisfied for 3 months.