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Journal Articles
The American Journal of Occupational Therapy, 1994, Vol. 48(9), 817–823.
Published: 01 September 1994
Abstract
Qualitative research methodology was used to explore supervisor perceptions of learning style characteristics required for student success in fieldwork. A focus discussion group was used to elicil success themes identified by clinicians. These themes were compared to learning style themes previously identified in quantitative studies. Techniques of conversation analysis were used to assess congruence of verbalized themes with participant interactions during the discussion group. Themes that emerged were the importance of teamwork, active experimentation, flexibility, adaptability, and doing. Discussion participants actively modeled teamwork.
Journal Articles
The American Journal of Occupational Therapy, 1992, Vol. 46(3), 253–258.
Published: 01 March 1992
Abstract
During the course of their education, occupational therapy students learn to administer complex structured assessments. For easier administration of these assessments, students design note cards, which then replace cumbersome test manuals during administration. This study considered whether students could learn test administration with equal efficiency and efficacy if given test administration note cards rather than having to design their own. The results showed that the subjects using instructor-designed cards earned written test and practical examination scores similar to those of the subjects using self-designed cards. The subjects using instructor-designed cards spent significantly less (p = .003) total time in study than did the subjects using self-designed cards. The difference in time between the two groups was attributable to the time spent designing note cards. Therefore, distribution of instructor-designed note cards appears to offer equally effective and significantly more efficient learning when compared with that produced when students design their own cards. The differences in efficacy and efficiency were found to be similar for students of different learning styles.
Journal Articles
The American Journal of Occupational Therapy, 1986, Vol. 40(1), 34–39.
Published: 01 January 1986
Abstract
Scores from the Learning Style Inventory (LSI), Your Style of Learning and Thinking (SOLAT), and Fieldwork Performance Reports (FWPRs) were used to assess the relationship between learning styles and clinic performance of 33 occupational therapy students who graduated from the University of Puget Sound in May 1983. The LSI was administered during the first semester of professional studies. The SOLAT was administered during the second fieldwork experience. There were significant correlations between scores from both learning style instruments and components of the Physical Disabilities Fieldwork Performance Report (PDFWPR) and Mental Health Fieldwork Performance Report (MHFWPR) scores. Results indicate that a logical, sequential cognitive style enhanced PDFWPR scores, but negatively affected some MHFWPR scores. A preference for active experimentation contributed to both PDFWPR and MHFWPR scores. Regression analysis identified the LSI Active-Reflective score as the best predictor of the PDFWPR total. Results suggest further research to assess learning styles as predictors of clinic performance and guides for curriculum design.
Journal Articles
The American Journal of Occupational Therapy, 1984, Vol. 38(10), 683–686.
Published: 01 October 1984
Abstract
Undergraduate occupational therapy students were given the Rezler-French Learning Preference and the Kolb Learning Style Inventories at the introduction of professional course work (pretest) and upon completion of junior year course work and Level 1 fieldwork (posttest) 1 year later. The students’ course work was a guided-study, modified competency-based program that included guided independent study, laboratory work, small group study, and one-to-one tutorials in preference to, but not excluding, the more traditional lecture method. After experiencing different modes of instruction, the students indicated no significant difference in their preferences for ways of learning or in processing information. Implications of these findings for the teaching learning process are discussed.
Journal Articles
The American Journal of Occupational Therapy, 1980, Vol. 34(12), 789–793.
Published: 01 December 1980
Abstract
A pre-test/post-test design was used to study the learning style preferences of two classes of occupational therapy students of the University of Southern California. Forty students were in the 1976-1977 class and 49 in the 1.977-1978 class. The Learning Preferences Inventory was administered before and after completion of courses in the basic professional curriculum. The results indicated that both bachelor’s and master’s students preferred learning experiences that were teacher-structured, concrete, and interpersonal. Although the changes in learning styles that occurred during basic professional education were not consistent from sample to sample, they did suggest that an instructional program can influence learning style preferences. The comparison of higher and lower achievers in the academic and fieldwork components also yielded inconsistent findings. Thus, while the learning style preferences of occupational therapy students were confirmed, the influence of the curriculum on learning styles and the preferences of better versus less successful students merit further investigations.