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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Published on: December 9, 2022

Using Learning Styles to Evaluate First-Year Pharmacy Students' Preferences Toward Different Activities Associated

Michael D Pungente¹, Kishor M Wasan¹, Claire Moffett¹

¹Faculty of Pharmaceutical Sciences, University of British Columbia, 2146 East Mall Avenue, Vancouver, BC Canada V6T 1Z3.

American Journal of Pharmaceutical Education

|April 8, 2014

Summary

This study explored how student learning styles affect preferences for Problem-Based Learning (PBL) activities in pharmacy education. Divergers showed the least interest, while Convergers, Assimilators, and Accommodators responded positively to PBL.

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Area of Science:

Pharmacy Education
Medical Education Research

Background:

Problem-Based Learning (PBL) is an active learning strategy.
Understanding student preferences for PBL activities is crucial for curriculum design.

Purpose of the Study:

To investigate the relationship between student learning styles and preferences for PBL activities.
To analyze these preferences within a first-year pharmacy curriculum.

Main Methods:

Kolb's Learning Styles Inventory was administered to first-year pharmacy students.
Student surveys evaluated preferences for PBL activities: group discussions, independent research, critical thinking, and report writing.

Main Results:

Divergers exhibited the lowest overall preference for PBL activities.
Convergers demonstrated strong preferences for PBL activities.
Assimilators and Accommodators reported positive overall responses to PBL.

Conclusions:

Student learning styles, specifically Divergers, may influence engagement with PBL curriculum components.
Findings suggest potential correlations between learning style preferences and academic success in PBL environments, warranting further investigation.