Learning Styles as Predictors of Fieldwork Performance and Learning Adaptability of Graduate Nontraditional...

Area of Science:

• Occupational Therapy Education
• Adult Learning Theory
• Clinical Education

Background:

• Effective learning strategies are crucial for graduate student success in fieldwork.
• Nontraditional students may have unique learning style needs in clinical settings.

Purpose of the Study:

• To assess learning styles of nontraditional graduate students.
• To examine the relationship between learning styles and fieldwork performance.
• To understand adaptation to clinical fieldwork.

Main Methods:

• A mixed-methods design was used with 84 nontraditional occupational therapy students.
• Kolb's Learning Style Inventory and Fieldwork Performance Evaluation were utilized.
• Qualitative interviews explored student adaptation and self-awareness.

Main Results:

• The Accommodating learning style was most common (44%).
• Learning styles and phases significantly correlated with fieldwork performance (p<0.01).
• Students struggling in fieldwork lacked self-awareness and adaptive strategies.

Conclusions:

• Aligning teaching with student learning styles enhances fieldwork outcomes.
• Educators should foster self-awareness of learning preferences.
• Promoting diverse adaptive strategies supports student success in allied health fields.