Learning Styles of Physical Therapist Students: Changes Following a Problem-based Learning Experience

Yi-Liang Kuo

《Journal of Medical Education》 18卷2期 (2014/06) Pp. 71-80

https://doi.org/10.6145/jme201409

並列摘要

Background: Learning style refers to the way an individual prefers to perceive and process information in a learning situation. The culture of reticence and respect for authority may pose challenges for Asian students during problem-based learning (PBL) that requires students' active engagement. It was unclear how a PBL experience would shape learning styles of Asian students. This study identifies the preferred learning styles of Taiwanese physical therapist students, and reports on changes in students' learning styles following a PBL course. Methods: Thirty-six 3rd-year undergraduate physical therapist students (92% of the total cohort) completed the Kolb's Learning Style Inventory (version 3.1) before and after a PBL course. Results: The most and least preferred learning styles were the assimilator and converger styles, respectively. Twelve (33%) students changed their preferred learning styles after the PBL course, however no statistically significant difference was found (p = 0.76). Conclusion: The majority of Taiwanese physiotherapy students, different from their Western peers, demonstrate a preference for the assimilator learning style before and after a PBL course. Possible factors contributing to the difference of learning styles between Western and Taiwanese students and the significance of observed changes in learning style following a PBL experience were discussed.

並列關鍵字

learning styles ； problem-based learning ； physical therapy education

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