Kolb’s learning styles of optometry students at the University of the Free State, South Africa

Kempen, Elzana; Kruger, S B

doi:10.4102/aveh.v78i1.454

Cited by 4 publications

(9 citation statements)

References 10 publications

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“…It provides an opportunity for students to prepare for the real working world and learn clinical skills, clinical reasoning, communication, and interpersonal skills from experienced optometrists or ophthalmologists. 18 Despite recognising the value of shadowing ophthalmologists and optometrists being included in their curriculum, participants in this study felt that their exposure to the practice environment was limited. A participant shared her shadowing experience: Such training models provide context-appropriate training for graduates practising in the public sector.…”

Section: Subtheme 15: Exposure To the Practice Environmentmentioning

confidence: 89%

“…Furthermore, students value learning experiences when they feel that their opinions and points of view are respected by their educators. 18 Module evaluations are one way to improve teaching and learning processes by evaluating the effectiveness of educators.…”

Section: Subtheme 13: Creating An Enabling Learning Environmentmentioning

confidence: 99%

“…Acquiring part-time work at an optometry or ophthalmology practice is an excellent way of gaining field-based experiential learning. 18 An important aspect of clinical experiential learning is receiving guidance and feedback from educators and professionals, as well as students' reflections on their experience. 18 As the private sector is the largest employer of optometry graduates, 23 gaining experience in this sector is vital for practice-readiness.…”

Section: Subtheme 16: Experiential Learningmentioning

confidence: 99%

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Are graduate optometrists in South Africa practice ready?

Putter,

Munsamy,

Van Staden

2023

Afr. vis. eye health

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Background: Recent graduates are well-positioned to share their preparedness for practice experiences and how their undergraduate education and training have prepared them for transitioning to the practice environment.Aim: The study aimed to investigate the perceptions and experiences of optometrists who graduated from South African institutions between 2016 and 2020 concerning practice-readiness.Setting: The study was conducted among graduates working in South Africa’s private sector.Methods: This cross-sectional qualitative study used non-probability purposive sampling. Invitations to participate were emailed to all optometrists who met the inclusion criteria. Qualitative data were collected using online semi-structured focus group interviews. Data were anonymised, transcribed, and thematically analysed using interpretive content analysis.Results: Fifteen optometrists participated in three focus group sessions between 14 December 2020 and 24 February 2021. Four major themes emerged, namely university training, post-graduation learning curve, independent practice, and being an optometrist. Overall, participants perceived their clinical education and training to be strong; however, certain areas of weakness were highlighted regarding preparedness for practice.Conclusion: Key areas for strengthening optometry training in South Africa include training optometry students using a flexible approach to the clinical examination routine and increasing clinical exposure opportunities during training. Strengthening courses such as practice management and optical dispensing, both essential for private practice, are also required.Contribution: The findings of this study contribute to the strengthening of optometry education and training in South Africa. This will, in turn, ensure that optometry graduates are adequately equipped to step into the demands of their expected roles within a private practice context upon graduation.

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Section: Subtheme 15: Exposure To the Practice Environmentmentioning

confidence: 89%

Section: Subtheme 13: Creating An Enabling Learning Environmentmentioning

confidence: 99%

Section: Subtheme 16: Experiential Learningmentioning

confidence: 99%

See 1 more Smart Citation

Are graduate optometrists in South Africa practice ready?

Putter,

Munsamy,

Van Staden

2023

Afr. vis. eye health

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“…It is important for teachers to be able to identify the methods that work best for their students. Managing styles will help promote learning and adapt the most appropriate method for each one [60], [61], in this way they will achieve their academic goals and their personal success. At university, when learning, each student follows their own individual pace and their own strategies.…”

Section: Q2: How Are Teaching Strategies Related To Learning Styles?mentioning

confidence: 99%

University learning style model: Bibliometrics and systematic literature review

Andrade-Arenas,

Martin Bogdanovich,

Hernández Celis

et al. 2023

IJERE

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The university learning style worldwide was analyzed to obtain a model adapted to Peru, that was complemented in the initial part with the study of the biliometric analysis. In the first steps that were developed, the information search was done in a general way with Scopus. Then specifically adding the Dimensions database, obtaining 59 items from the selection. The Prism statement was used, which allowed it to be developed in the methodology sequentially until the selected articles were obtained. The objective was to carry out a study of the systematic review of the literature (RSL) that allowed analysis by categories such as academic performance, teaching strategy and competencies related to the learning style. Where the data obtained was with the use of VOSviewer and Rstudio. The result obtained was an innovative model that relates the categories with the most relevant models that studied the learning style. As a conclusion, the different learning styles can be adapted to the different study programs and their different courses to plan it from the macrocurricular to the microcurricular, taking into account the strategy and the didactics of teaching, the contribution for the university sector.

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“…The minimal differences in learning styles that were observed among male and female ICT employees had no significant effect on their career choices. Kempen and Kruger (2019) recently reported in their study on learning styles of optometry students at South Africa's University of the Free State using Kolb's LSI that first-, second-and fourth-year students identified the converging and assimilating learning styles as their two preferred learning styles. The third-year students showed the highest preference for the converger learning style, followed by the accommodator learning style.…”

Section: Literature Reviewmentioning

confidence: 99%

Assessing learning styles of undergraduate logistics students using Kolb's learning style inventory: A cross-sectional survey

Mpwanya

Dockrat

2020

SAJHE

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Understanding students' learning styles and adapting instructional strategies to the variety of student learning styles are determinants for effective learning and enhance learning performance. Using Kolb's learning style inventory (LSI) and demographic questions, this study assesses the learning styles of undergraduate logistics university students by identifying their dominant learning style and by exploring whether students' demographic factors influence their learning styles. To this end, a cross-sectional survey involving 429 undergraduate logistics university students in South Africa was conducted. The results show that accommodating learning style as the most predominant learning style among undergraduate logistics university students, followed by students with assimilating learning style. The combined proportion of these two groups of students represents more than two-thirds of the sampled population. The study's findings show that gender and learning styles were significantly related. While the majority of male logistics students displayed the diverging learning style, their female counterparts exhibited the converging learning style. On the other hand, learning styles and age group; learning styles and type of high school attended; and learning styles and nationality were found not to be related. This study has implications for practice and extends the literature on learning styles and demographic factors in the unexplored logistics discipline.

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Kolb’s learning styles of optometry students at the University of the Free State, South Africa

Cited by 4 publications

References 10 publications

Are graduate optometrists in South Africa practice ready?

Are graduate optometrists in South Africa practice ready?

University learning style model: Bibliometrics and systematic literature review

Assessing learning styles of undergraduate logistics students using Kolb's learning style inventory: A cross-sectional survey

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