Open AccessStudent learning styles: Implications for interprofessional education program design
Author(s) -
Todd Michael Tedrow,
Jennifer Anderson
Publication year - 2020
Publication title -
advances in educational research and evaluation
Language(s) - English
Resource type - Journals
ISSN - 2661-4693
DOI - 10.25082/aere.2021.01.002
Subject(s) - learning styles , perspective (graphical) , style (visual arts) , psychology , exploratory research , interprofessional education , medical education , collaborative learning , cognitive style , mathematics education , pedagogy , sociology , computer science , medicine , political science , geography , health care , cognition , archaeology , artificial intelligence , neuroscience , anthropology , law
This cross-sectional, exploratory, quantitative research project investigated differences in students’ learning styles across multiple academic disciplines. The Grasha-Reichmann Student Learning Style Scales (GRSLSS) was selected which presents six learning styles: independent, avoidant, collaborative, dependent, competitive, and participant. Surveys were administered to students (N = 448) registered in professional preparatory programs (n = 6) at a Midwest regional commuter-based campus. Results support the need for interprofessional education initiatives to be developed from a student-centered perspective where the attributes of learners are interwoven – explicitly and implicitly, into the learning experience.