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Faculty learning styles.
W C Berlocher1, W D Hendricson
1Department of Pediatric Dentistry, University of Texas Health Science Center, San Antonio.
Journal of Dental Education
|October 1, 1985
Summary
Most dental students exhibit a concrete sequential learning style, aligning with typical graduate attributes. This suggests a good fit for private practice, but raises questions about 21st-century skill development in dental education.
Area of Science:
- Medical Education
- Dental Education
- Educational Psychology
Background:
- Learning style significantly influences information acquisition and academic success.
- Understanding dental students' learning preferences is crucial for optimizing educational strategies.
- Previous research links dental graduates' attributes to the concrete sequential learning style.
Purpose of the Study:
- To identify the predominant learning styles among dental students across five cohorts.
- To assess the congruence between dental student and faculty learning styles.
- To evaluate the implications of identified learning styles for dental education and practice.
Main Methods:
- A descriptive, cross-sectional study design was employed.
- Learning styles of dental students and faculty were assessed using a validated instrument.
- Data were analyzed to determine the distribution of learning styles and compare student-faculty profiles.
Main Results:
- A majority of dental students predominantly favored the concrete sequential learning style.
- No statistically significant differences were found between student and faculty learning style distributions.
- The prevalence of concrete sequential learners in dental schools aligns with characteristics of successful practitioners.
Conclusions:
- The concrete sequential learning style is highly prevalent in dental students.
- The current dental school environment may reinforce this style, potentially impacting broader skill development.
- Further investigation is needed to determine if this educational approach adequately prepares dentists for the evolving demands of 21st-century practice.