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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
PubMed
Summary
This summary is machine-generated.

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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.

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  • 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.