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Student learning preferences reflect curricular change.

Clare Kell1, Robert Van Deursen

  • 1Department of Physiotherapy Education, University of Wales College of Medicine, Cardiff, UK. Kell@cardiff.ac.uk

Medical Teacher
|July 6, 2002
PubMed
Summary
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Undergraduate physiotherapy students’ learning preferences evolved over time. Curricular changes significantly impacted student-structured learning, suggesting curricula shape learning profiles.

Area of Science:

  • Medical Education
  • Physiotherapy Education

Background:

  • Student learning preferences and readiness for self-directed learning are crucial in higher education.
  • Understanding how curriculum design influences these factors is essential for effective pedagogy.

Purpose of the Study:

  • To measure the development of learning preference profiles and self-directed learning readiness in two undergraduate physiotherapy student cohorts.
  • To compare how different curricular presentations of the same syllabus affect these developments over time.

Main Methods:

  • Longitudinal study tracking two undergraduate student cohorts over the first half of their BSc (Honours) Physiotherapy Course.
  • Three measurement points were used to assess learning preferences and self-directed learning readiness.
  • Statistical analysis (p < 0.05 and p < 0.1) was employed to identify significant differences between cohorts.

Related Experiment Videos

Main Results:

  • Initially, both cohorts preferred concrete, fact-based, teacher-structured learning environments.
  • Over time, cohorts responded significantly differently to curriculum variations, particularly regarding student-structured learning preferences (p < 0.05).
  • Trends indicated differences in concrete, interpersonal, and individual learning preferences (p < 0.1).

Conclusions:

  • Curriculum design significantly influences the development of students' learning profiles.
  • Educational institutions should consider the impact of curriculum changes on student learning preferences.
  • This study promotes educational research-in-action for informed curriculum development.