Pharmacy Students' Learning Styles Before and After a Problem-based Learning Experience

Novak, Suzanne; Shah, Sundeep; Wilson, James P.; Lawson, Kenneth A.; Salzman, Robert D.

doi:10.5688/aj700474

Cited by 64 publications

(41 citation statements)

References 14 publications

(13 reference statements)

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“…In one study involving problem-based learning, students' learning style preferences changed during the course of a single semester. 11 While each style may suggest a certain preference for a specific learning strategy, a learning style is not all encompassing. For example, people may prefer to learn by action, but that does not mean they cannot also learn by reading.…”

Section: Discussionmentioning

confidence: 99%

“…In fact, there is evidence that simply knowing a student's learning style improves student learning, independent of the teaching method used. 11 Learning style inventories, like PILS, could be used by students and preceptors to initiate discussions about learning. It should not be used as a predictor of success, but rather to make each other aware of the ways they like to teach and learn.…”

Section: Discussionmentioning

confidence: 99%

“…1 These have been evaluated in the literature by several different disciplines including engineering, pharmacy, nursing, allied health, and others. [2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17] Learning style instruments include the Kolb Learning Style Inventory, 18 Honey and Mumford's Learning Style Questionnaire, 19 and the commonly used Myers-Briggs Type Indicator. 20 Of the instruments available, few have been validated or based on sound educational theory.…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Preceptor and Student Learning Styles on Experiential Performance Measures

Robles

Cox

Seifert

2012

American Journal of Pharmaceutical Education

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Objectives. To identify preceptors' and students' learning styles to determine how these impact students' performance on pharmacy practice experience assessments. Methods. Students and preceptors were asked to complete a validated Pharmacist's Inventory of Learning Styles (PILS) questionnaire to identify dominant and secondary learning styles. The significance of "matched" and "unmatched" learning styles between students and preceptors was evaluated based on performance on both subjective and objective practice experience assessments. Results. Sixty-one percent of 67 preceptors and 57% of 72 students who participated reported "assimilator" as their dominant learning style. No differences were found between student and preceptor performance on evaluations, regardless of learning style match. Conclusion. Determination of learning styles may encourage preceptors to use teaching methods to challenge students during pharmacy practice experiences; however, this does not appear to impact student or preceptor performance.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Impact of Preceptor and Student Learning Styles on Experiential Performance Measures

Robles

Cox

Seifert

2012

American Journal of Pharmaceutical Education

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“…A study of pharmacy students' learning styles showed that increased use of the Avoidant learning style led to a decrease in using the Participant learning style in a problem-based learning curriculum. [20] However, these researchers do concede that this finding might have been due to the difficulties in adapting to changes in the learning method. The finding of Novak et al [20] partly concurs with the finding of this study where graduates scored low on cooperative learning efforts (2.49) and participation in small group learning (2.55) while simultaneously scoring high on avoidance variables.…”

Section: Discussionmentioning

confidence: 90%

BSN graduates’ preferred learning styles: implications for student-centered learning

Bruce

Chilemba²

2017

JNEP

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Purpose: The purpose of the study was to determine the learning styles that nursing graduates employed during the course of their BSN programme. Methods: Within a sequential, explanatory mixed methods design a survey was administered to determine graduates' learning styles. From a population of 384 graduates, a sample of 200 agreed to participate. Data were collected using the GrashaRiechmann Learning Styles Scales. MS Excel was used to enter the learning styles scores; descriptive statistics were computed using the statistical package SPSS Version 16.0. Results: The most dominant and preferred learning styles are Competitive learning style (x = 3.98; SD = 0.52) and Avoidant learning style (x = 3.88; SD = 0.68). Both are teacher-centered learning styles that do not promote learner independence, confidence, critical thinking and active learning. The least preferred is the Independent Learning Style (x = 2.84; SD = 0.80). Implications for student-centered learning are inferred from the results. Conclusions: Graduates' preference for the Competitive and Avoidant learning styles reflects an alignment with a teachercentered paradigm and lack of diversity in use of learning styles during their study. The preferred learning styles detract from student-centered learning and point to an approach to teaching that integrates Socratic and facilitative methods to promote diversity of learning styles. As the educational paradigm shifts towards student-centered learning there is mounting pressure on educators to have better understanding on students' preferred learning styles and adopt variety of pedagogical strategies to optimize ways students learn.

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“…Both tutors and learners will benefit from heuristic teaching. Knowledge is more accessible with more opportunity to form mental network and internal relations and can be easily transformed into innovative potential and action [3].…”

Section: Introductionmentioning

confidence: 99%

Assessment on Two-way PBL in Investment Risk Management Course

Zuo¹,

Yi²,

Ai³

2013

Proceedings of the 2013 Conference on Education Technology and Management Science

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Abstract-PBL teaching assessment indicator system is established in the paper and is used to evaluate the two-way PBL teaching effects on undergraduates in investment major. Through analysis of variance, we make comparison with oneway PBL teaching effects. Results indicate that two-way PBL in investment major is significantly effective than one-way PBL. Advantage of two-way PBL is to improve the teaching effects of PBL significantly and teaching methods partially. However, on the optimization of teaching contents, one-way is less different from two-way PBL. Teaching contents and methods improvements benefit from more participation of teachers and students, more reasonable role setting as well as more receptivity.

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Pharmacy Students' Learning Styles Before and After a Problem-based Learning Experience

Cited by 64 publications

References 14 publications

The Impact of Preceptor and Student Learning Styles on Experiential Performance Measures

The Impact of Preceptor and Student Learning Styles on Experiential Performance Measures

BSN graduates’ preferred learning styles: implications for student-centered learning

Assessment on Two-way PBL in Investment Risk Management Course

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