Learning Style of Undergraduate Allied Health Students: clinical versus classroom.

BACKGROUND: Recognizing and valuing the diversity of student learning and learning styles allow educators to construct more effective and efficient teaching methods and create mutually beneficial learning environments. METHODS: Kolb(s Learning Style Inventories (LSI) were administered to 82 seniors enrolled in a School of Allied Health at a large midwestern university. The students completed LSI in relation to both their didactic and clinical coursework. Sets of instruments were matched and evaluated using descriptive statistics. RESULTS: Overall, in the didactic classroom setting, 24.2% (n=16) of the students were divergers, 28.8% (n=19) were accommodators, 19.4% (n=13) were convergers, and 27.3% (n=18) were assimilators. In the clinical settings, 27.8% (n=20) of the students were divergers, 36.1% (n=26) were accommodators, 23.6% (n=17) were convergers, and only 12.5% (n=9) were assimilators. Learning style did change for 66.7% (n=10) of athletic training majors. Over half of the students in medical dietetics, radiological sciences, and respiratory therapy LSIs did not change from classroom to clinical. CONCLUSION: The diverse nature of the students' preferences reinforces the need for various teaching strategies. Both the students and the educators need to work cooperatively to maximize the balance of the learning environment and make meaning of the educational experience.