Comparison of Learning Styles of Pharmacy Students and Faculty Members

To compare dominant learning styles of pharmacy students and faculty members and between faculty members in different tracks. 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...

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Bibliographic Details
Published in:American journal of pharmaceutical education 2012-12, Vol.76 (10), p.192-192, Article 192
Main Authors: Crawford, Stephanie Y., Alhreish, Suhail K., Popovich, Nicholas G.
Format: Article
Language:English
Subjects:
Curriculum
Education, Pharmacy
Faculty
Female
Humans
Learning
learning preferences
learning styles
Male
Personality Inventory
pharmacy students
Students, Pharmacy - psychology
teaching
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Summary:To compare dominant learning styles of pharmacy students and faculty members and between faculty members in different tracks. 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. 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
ISSN:0002-9459
1553-6467
DOI:10.5688/ajpe7610192