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Learning Style Differences of Undergraduate Allied Health Students in the clinical and Classroom Setting

Cox, Lisa N.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1244737268

Abstract Details

2009, Master of Science, Ohio State University, Allied Medicine.
Student learning is an important consideration in the development of course designs. By recognizing and holding a better understanding of student learning styles, educators are able to build a better framework for more efficient and desirable teaching methods. This study aimed to find a relationship between allied health students’ classroom and clinical learning styles. Two Kolb Learning Style Inventories were administered to a total of 82 seniors in The School of Allied Health at The Ohio State University. This sample included students in the Athletic Training, Medical Dietetics, Radiological Sciences, and Respiratory Therapy programs. The students were asked to fill out the first questionnaire in regards to their didactic classroom learning. The second survey was administered at least one week after the first and the students were asked to fill out this questionnaire in regards to their current clinical experience. The data collected from the questionnaires was then entered into the Statistical Package of the Social Sciences for analyses. Overall, in the didactic classroom setting, 24.2% (n=16) of the students were Divergers, 28.8% (n=19) were Accommodators, 19.7% (n=13) were Convergers and 27.3% (n=18) were Assimilators. In the clinical settings 27.8% (n=20) of the students were Divergers, 36.1% (n=26) were Accommodators, 23.6% (n=9) were Convergers and only 12.5% (n=9) were Assimilators. Learning style did not change for 66.7% (n=10) of Athletic Training Majors. Over half of the Medical Dietetics (53.8%,n=7), Radiological Sciences (72.7%, n=8) and Respiratory Therapy (52.9%, n=9) students’ Learning Style did change with the switch of the setting from classroom to clinical. It was found in Cross tabulation that the Accommodating learner was least likely to change style with setting (75%, n=12) with the Diverger style next at 69.2%. The change of style that was least likely to occur was between the Converger and Diverger (n=2) and the Assimilator and Accommodator (n=4). These findings support the idea that learning styles are an effective and interesting way to learn about the dynamic of a specific program or class. Future research should be done to fully assess and grasp an understanding of the styles of those active in the field of Allied Health education.
Jill Clutter, PhD (Advisor)
Laura Harris, PhD (Committee Member)
Georgianna Sergakis, PhD (Committee Member)
57 p.
Adult Education; Behaviorial Sciences; Continuing Education; Education; Educational Evaluation; Educational Psychology; Educational Theory; Health; Health Care; Health Education; Higher Education; Sports Medicine; Teacher Education; Teaching
Learning Styles; Allied Health; Atheltic Training, Medical Dietetics, Radiological Sciences, respiratory therapy; Kolb; Clinical Education; Classroom Education

Recommended Citations

Citations

  • Cox, L. N. (2009). Learning Style Differences of Undergraduate Allied Health Students in the clinical and Classroom Setting [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1244737268

    APA Style (7th edition)

  • Cox, Lisa. Learning Style Differences of Undergraduate Allied Health Students in the clinical and Classroom Setting. 2009. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1244737268.

    MLA Style (8th edition)

  • Cox, Lisa. "Learning Style Differences of Undergraduate Allied Health Students in the clinical and Classroom Setting." Master's thesis, Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1244737268

    Chicago Manual of Style (17th edition)

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This open access ETD is published by The Ohio State University and OhioLINK.