Date of Award

2002

Degree Type

Thesis

Degree Name

Physician Assistant Studies (M.P.A.S.)

Department

Physician Assistant Studies

Abstract

The authors’ hypothesis was to determine whether comparable variation coexisted among the individual learning styles of health professional students and the general population. Our purpose was to demonstrate learning style variability, as well as justification for the utilization of different teaching modalities throughout education. We administered David Kolb’s Learning Style Inventory IIa to sample populations of Emergency Medical Technician/Paramedic students (n = 53), third and fourth year Medical students (n = 28), undergraduate Nursing students (n = 65), second and third year Physician Assistant students (n = 49), and a General student population (n = 70). The results were analyzed using Pearson’s chi-square test and compared using analysis of variance (ANOVA) methods. A statistical difference did not exist among the learning styles of health professional students and the general population. As a result, implementation of varied teaching modalities in health professional education are discussed with suggestions for future research presented.

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