Learning styles of physiotherapists: a systematic scoping review

Area of Science:

• Health Professions Education
• Physiotherapy
• Educational Psychology

Background:

• Understanding student learning styles is crucial for effective education.
• Tailoring teaching methods to physiotherapy learners' styles enhances educational quality.
• This review explores existing literature on physiotherapy learning styles.

Purpose of the Study:

• To conduct a scoping review of published research on physiotherapy learners' learning styles.
• To identify common learning style theories and outcome measures used in physiotherapy education.
• To highlight gaps in current research regarding physiotherapy learning styles.

Main Methods:

• A systematic scoping review was conducted using an adapted Arksey and O'Malley framework.
• Searches were performed across nine electronic databases using keywords 'learning styles' and 'physiotherapy'.
• Included were English-language, primary research articles focusing on physiotherapy learners' learning styles.

Main Results:

• Fifteen articles were included, primarily focusing on undergraduate students in developed countries.
• Kolb's experiential learning theory (ELT) was the most frequently applied theoretical framework.
• Preferred learning styles identified were Converger and Assimilator, emphasizing hands-on application and information organization.

Conclusions:

• Physiotherapy learners and professionals benefit from active participation and practical examples.
• Further research is recommended for developing countries, postgraduate, and professional learners.
• There is a need for standardized definitions and validated outcome measures for physiotherapy learning styles.