scholarly journals Learning Style Preferences of Undergraduate Pharmacy Students in a Malaysian Public University

2016 ◽  
Vol 50 (3) ◽  
pp. 330-334 ◽  
Author(s):  
Edna Magdalena John ◽  
Chin Fen Neoh ◽  
Long Chiau Ming ◽  
Yet Hoi Hong ◽  
Yahaya Hassan
Keyword(s):  
Learning Style ◽  
Public University ◽  
Pharmacy Students ◽  
Learning Style Preferences ◽  
Style Preferences

scholarly journals Assessment of learning style preferences of pharmacy students: Findings from public university of Malaysia

2015 ◽  
Vol 49 (4) ◽  
pp. 266-271 ◽  
Author(s):  
Ramadan Mohmed Elkalmi ◽  
Abdul Kareem Mohmed Alshami ◽  
Akram Ahmad ◽  
Muhammad Umair Khan ◽  
Norny Syafinaz Ab Rahman ◽  
...  
Keyword(s):  
Learning Style ◽  
Public University ◽  
Pharmacy Students ◽  
Learning Style Preferences ◽  
Assessment Of Learning ◽  
Style Preferences

scholarly journals Learning Style Preferences among Pre-clinical Medical Students in a Public University in Pahang

2018 ◽  
Vol 17 (2) ◽  
Author(s):  
Nurjasmine Aida Jamani ◽  
Karimah Hanim AbdAziz ◽  
Hanis Syazana Che Ab Karim ◽  
Fatma Azzahraa Nizar ◽  
Husna Najihah Dzulkarnain ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Style ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Public University ◽  
Cross Sectional ◽  
Learning Style Preferences ◽  
Bivariable Analysis ◽  
Medical Educators ◽  
Style Preferences

Educational experts affirm that students prefer various type of learning preference. It is known that the learning style preferences vary among medical students worldwide. Knowing the types will help medical educators to improve their way of conveying lectures and teaching in a more effective learning environment. This study aims to describe the learning style preferences of pre-clinical medical students and the association with their socio-demography. This is a cross sectional study done among Year 1 and Year 2 pre-clinical year medical students in a public university in Kuantan Pahang. Medical students who fulfilled the inclusion and exclusion criteria were recruited using systematic random sampling. A validated learning style questionnaire (VARK) was used to assess their learning style. Descriptive statistics and bivariable analysis was used using SPSS version 23. A total of 166 pre-clinical year medical students participated in this study. The mean age was 21.3 (0.84). Majority of them were Malays (98.2%) and females (69.9%). Most of the students preferred unimodal learning style (80.0%) with the most preferred learning style preferences being kinaesthetic (39.1%). Bivariable analysis showed female students preferred kinesthetic learning style compared to male students (p=0.03). In this study, majority of the pre-clinical year medical students preferred ‘life-like’ learning experience in their study. Hence, we recommend that medical educators to be more aware of the varieties of learning style preferences in order to improve the quality of teaching and learning experiences.

Learning Style Preferences of Pharmacy Students

2013 ◽  
Vol 4 (1) ◽  
pp. 119-129
Author(s):  
Zoriah Aziz ◽  
Tey Xin Yi ◽  
Syireen Alwia ◽  
Chong Nyuk Jet
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Learning Preferences ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
Internal Reliability ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
The University

Students have preferences about how they like to learn. Available evidence suggests that understanding students’ learning style is helpful in providing them a successful learning experience. The aim of the study was to determine the learning styles preferences of pharmacy students. The Honey and Mumford’s Learning Style Questionnaire (LSQ) was administered twice to all undergraduate pharmacy students (n=240) in the University of Malaya, Malaysia. The LSQ covered four different learning preferences: activist, reflector, theorist and pragmatist. The LSQ showed satisfactory test-retest correlation (0.57 to 0.66) and moderate internal reliability (0.53 to 0.61). Reflector learning style was the most common among the students (60.4%) followed by theorist and pragmatist (both 8.8%) and activist (6.2%). Another 15.8% of the students did not show any dominant learning styles. The preferred learning styles were statistically independent of the demographic variables examined such as level of academic year, sex, race and pre-university qualifications. A range of teaching methods and learning activities should be provided in pharmacy education in order to match the variety of learning styles.

Learning style preferences of undergraduate pharmacy students

2013 ◽  
Vol 5 (2) ◽  
pp. 110-119 ◽  
Author(s):  
Brett Williams ◽  
Ted Brown ◽  
Jamie Etherington
Keyword(s):  
Learning Style ◽  
Pharmacy Students ◽  
Learning Style Preferences ◽  
Style Preferences

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

An Active Learning Approach to Teaching Social Determinants of Health

2020 ◽  
Vol 6 (4) ◽  
pp. 266-273
Author(s):  
Jeanita W. Richardson
Keyword(s):  
Active Learning ◽  
Learning Style ◽  
Social Determinants ◽  
Learning Approach ◽  
Learning Style Preferences ◽  
Open Discussion ◽  
Approach To Teaching ◽  
The Individual ◽  
Style Preferences ◽  
The Impact

This active learning exercise is designed to deconstruct the impact of social determinants through the assumption of randomly selected personas. As an active learning exercise, it provides opportunities for discussion, problem solving, writing, and synthesis, while incorporating multiple learning style preferences. Part 1 involves assessing the individual social determinants at work. Part 2 involves exploring ways said determinants can enhance community health through collaboration. Assumption of personas unlike one’s own facilitates an open discussion of social position and ranges of factors influential to health without potentially evoking a sense of defensiveness associated with personal privilege (or the lack thereof).

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