OBJECTIVES: To compare dominant learning styles of pharmacy students and faculty members and between faculty members in different tracks. METHODS: Gregorc Style Delineator (GSD) and Zubin's Pharmacists' Inventory of Learning Styles (PILS) were administered to students and faculty members at an urban, Midwestern college of pharmacy. RESULTS: Based on responses from 299 students (classes of 2008, 2009, and 2010) and 59 faculty members, GSD styles were concrete sequential (48%), abstract sequential (18%), abstract random (13%), concrete random (13%), and multimodal (8%). With PILS, dominant styles were assimilator (47%) and converger (30%). There were no significant differences between faculty members and student learning styles nor across pharmacy student class years (p>0.05). Learning styles differed between men and women across both instruments (p<0.01), and between faculty members in tenure and clinical tracks for the GSD styles (p=0.01). CONCLUSION: Learning styles differed among respondents based on gender and faculty track.
OBJECTIVES: To compare dominant learning styles of pharmacy students and faculty members and between faculty members in different tracks. METHODS: Gregorc Style Delineator (GSD) and Zubin's Pharmacists' Inventory of Learning Styles (PILS) were administered to students and faculty members at an urban, Midwestern college of pharmacy. RESULTS: Based on responses from 299 students (classes of 2008, 2009, and 2010) and 59 faculty members, GSD styles were concrete sequential (48%), abstract sequential (18%), abstract random (13%), concrete random (13%), and multimodal (8%). With PILS, dominant styles were assimilator (47%) and converger (30%). There were no significant differences between faculty members and student learning styles nor across pharmacy student class years (p>0.05). Learning styles differed between men and women across both instruments (p<0.01), and between faculty members in tenure and clinical tracks for the GSD styles (p=0.01). CONCLUSION: Learning styles differed among respondents based on gender and faculty track.
Authors: Suzanne Novak; Sonalee Shah; James P Wilson; Kenneth A Lawson; Robert D Salzman Journal: Am J Pharm Educ Date: 2006-08-15 Impact factor: 2.047
Authors: Ghada Bawazeer; Ibrahim Sales; Huda Albogami; Ahmed Aldemerdash; Mansour Mahmoud; Majidah A Aljohani; Abdullah Alhammad Journal: BMC Med Educ Date: 2022-04-11 Impact factor: 2.463