Student learning preferences reflect curricular change.

Full Abstract

This study measured the learning preference profile development and readiness for self-directed learning over time of two undergraduate student cohorts experiencing different curricular presentations of essentially the same syllabus. The results from three measurement points are reported following each cohort through their first half of the BSc (Honours) Physiotherapy Course, Cardiff. At intake both cohorts preferred a concrete, fact-based learning environment, which was teacher structured. Over time, the cohorts responded significantly differently to their curricula in respect of the student-structured learning preference (LP) variable (p < 0.05), and displayed trends (p < 0.1) towards response difference for the concrete, interpersonal and individual LP variables. Cohort differences are discussed in terms of the planned curriculum changes made during the intervening revalidation exercise. It is suggested that curricula mould students' learning profile development. The impact of this statement on future curriculum development is discussed and educational research-in-action promoted.

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Author information

Author/s: Kell, Clare (C); Van Deursen, Robert (R);

Affiliation: Department of Physiotherapy Education, University of Wales College of Medicine, Cardiff, UK. Kell@cardiff.ac.uk

Journal and publication information

Publication Type: Comparative Study; Journal Article

Journal: Medical teacher (Med Teach), published in England. (Language: eng)

Reference: 2002-Jan; vol 24 (issue 1) : pp 32-40

Dates: Created 2002/07/05; Completed 2002/08/16; Revised 2007/11/15;

PMID: 12098455, status: MEDLINE (last retrieval date: 11/6/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Learning
Physical Therapy (Specialty) - education
Programmed Instruction as Topic
Students - psychology
Universities
Wales

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