Does Behavioral Style Influence Learning Strategy in Health Professions Students

Proficiency in areas of task completion, information processing, and time management are important attributes for successful academic performance and can be assessed using the Learning Assessment Study Strategies Inventory (LASSI). The purpose of this study was to determine if there were differences in learning strategies across four behavioral profiles using the DISC style analysis (Dominance, Influence, Steadiness, Compliance). Graduate health professions students (n=247) were administered the DISC and LASSI to assess study strategy categories based on their natural DISC behavioral style. A one-way ANOVA was used to assess differences for 10 LASSI category scores across the four DISC profiles; scores were also compared with national percentile scores. The D and C profiles were above the 75th percentile for information processing, but below the 50th percentile for self-testing. The S profile had significantly lower scores (pFACULTY AND STAFF involved in student academic assistance are continually challenged to work more efficiently and effectively to provide students with the best support and resources to help ensure academic success. While schools do their best to recruit the most qualified applicants, even students who have been successful in their undergraduate education can experience difficulty in graduate level health professions programs. This may be especially true in their first year of study, given the large volume of basic science information and level of understanding required, coupled with the transition to graduate level training. The specific types of assistance or support (e.g., course-specific tutoring, study skills, stress management) best suited for each student can vary greatly based on their prior academic experiences, learning strategies and skills, and their behavioral style. In addition to tutoring in specific course content, one of our primary goals has been to help students better understand their own areas of strength and weakness as related to their academic success, so that they can practice and modify their behaviors and study strategies to succeed. Both learning and behavioral assessments have proven of value in helping to identify and target specific areas for improvement, and we have employed both to help improve student performance.The Learning Assessment Study Strategies Inventory (LASSI) has been used as a self-assessment and learning management tool and promotes life-long and self-directed learning by helping students to better understanding their individual strengths and areas for improvement.1-4 Weinstien and Gipple1 have reported study skills related to organizing and synthesizing material (e.g., selecting main ideas, information processing) were more highly related to achievement in year 1 and 2 medical students than were aptitude measures. Likewise, West and Sadoski4 found that time management and, to a lesser extent, self-testing skills were stronger predictors of first-semester academic performance than aptitude. In comparing medical students, Sleight and Mavis5 reported that students ranking higher academically tended to score higher in areas of motivation, concentration, and attention to academic tasks. The LASSI has been used to identify potential problem areas and afford students the opportunity to correct issues before they encounter academic difficulty.2 If issues arise related to study strategies, some students may only need to attend a seminar on effective study habits, while others may require a more substantial modification of their behavior to address the issue. …