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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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Published in: | American journal of pharmaceutical education 2012-12, Vol.76 (10), p.192-192, Article 192 |
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container_issue | 10 |
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container_title | American journal of pharmaceutical education |
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creator | Crawford, Stephanie Y. Alhreish, Suhail K. Popovich, Nicholas G. |
description | 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 |
doi_str_mv | 10.5688/ajpe7610192 |
format | article |
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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<0.01), and between faculty members in tenure and clinical tracks for the GSD styles (p=0.01).
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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<0.01), and between faculty members in tenure and clinical tracks for the GSD styles (p=0.01).
Learning styles differed among respondents based on gender and faculty track.</description><subject>Curriculum</subject><subject>Education, Pharmacy</subject><subject>Faculty</subject><subject>Female</subject><subject>Humans</subject><subject>Learning</subject><subject>learning preferences</subject><subject>learning styles</subject><subject>Male</subject><subject>Personality Inventory</subject><subject>pharmacy students</subject><subject>Students, Pharmacy - psychology</subject><subject>teaching</subject><issn>0002-9459</issn><issn>1553-6467</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2012</creationdate><recordtype>article</recordtype><recordid>eNptkd1rFDEUxYModq0--S4DvhRkaj4nkxehLK4KKwrqc8gkN9uUmWRNZgr735tla2mh5CHh5HfPvclB6C3Bl6Lr-4_mZg-yI5go-gytiBCs7Xgnn6MVxpi2igt1hl6VcoMx4YLTl-iMMipFJ-QKbdZp2pscSopN8s0WTI4h7ppf82GEcpR-Xps8GXuo0uIgzqUx0TUbY5dxPjTfYRogl9fohTdjgTd3-zn6s_n8e_213f748m19tW2t6PjcepDYWOIH5ZiiuHedMM7jgXDsBPh6dpJS0SvpeqV60UOPGSUDtRwGRoGdo08n3_0yTOBsnSebUe9zmEw-6GSCfnwTw7XepVvNBMNY8GpwcWeQ098FyqynUCyMo4mQlqIJlYzw2llW9P0J3ZkRdIg-VUd7xPUVowIrSjpRqcsnqLocTMGmCD5U_VHBh1OBzamUDP5-eoL1MVD9INBKv3v44Hv2f4IVECcA6rffBsi62ADRggsZ7KxdCk8a_wPM6K2e</recordid><startdate>20121212</startdate><enddate>20121212</enddate><creator>Crawford, Stephanie Y.</creator><creator>Alhreish, Suhail K.</creator><creator>Popovich, Nicholas G.</creator><general>Elsevier Inc</general><general>American Association of Colleges of Pharmacy</general><general>American Journal of Pharmaceutical Education</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>20121212</creationdate><title>Comparison of Learning Styles of Pharmacy Students and Faculty Members</title><author>Crawford, Stephanie Y. ; Alhreish, Suhail K. ; Popovich, Nicholas G.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c564t-fe70ac1fb9d39208d65adf0b140d5efadfd7225897d899858e80321b2c4eb32e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2012</creationdate><topic>Curriculum</topic><topic>Education, Pharmacy</topic><topic>Faculty</topic><topic>Female</topic><topic>Humans</topic><topic>Learning</topic><topic>learning preferences</topic><topic>learning styles</topic><topic>Male</topic><topic>Personality Inventory</topic><topic>pharmacy students</topic><topic>Students, Pharmacy - psychology</topic><topic>teaching</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Crawford, Stephanie Y.</creatorcontrib><creatorcontrib>Alhreish, Suhail K.</creatorcontrib><creatorcontrib>Popovich, Nicholas G.</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>American journal of pharmaceutical education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Crawford, Stephanie Y.</au><au>Alhreish, Suhail K.</au><au>Popovich, Nicholas G.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Comparison of Learning Styles of Pharmacy Students and Faculty Members</atitle><jtitle>American journal of pharmaceutical education</jtitle><addtitle>Am J Pharm Educ</addtitle><date>2012-12-12</date><risdate>2012</risdate><volume>76</volume><issue>10</issue><spage>192</spage><epage>192</epage><pages>192-192</pages><artnum>192</artnum><issn>0002-9459</issn><eissn>1553-6467</eissn><abstract>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<0.01), and between faculty members in tenure and clinical tracks for the GSD styles (p=0.01).
Learning styles differed among respondents based on gender and faculty track.</abstract><cop>United States</cop><pub>Elsevier Inc</pub><pmid>23275657</pmid><doi>10.5688/ajpe7610192</doi><tpages>1</tpages><oa>free_for_read</oa></addata></record> |
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issn | 0002-9459 1553-6467 |
language | eng |
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source | Social Science Premium Collection; PubMed Central; Education Collection |
subjects | Curriculum Education, Pharmacy Faculty Female Humans Learning learning preferences learning styles Male Personality Inventory pharmacy students Students, Pharmacy - psychology teaching |
title | Comparison of Learning Styles of Pharmacy Students and Faculty Members |
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