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Research Article  |   January 1986
Relationship Between Occupational Therapy Student Learning Styles and Clinic Performance
Author Affiliations
  • Elaine M. Stafford, MOT, OTR, is a therapist for Bethel School District No. 403, Spanaway, WA 98387
Article Information
Education of OTs and OTAs / Features
Research Article   |   January 1986
Relationship Between Occupational Therapy Student Learning Styles and Clinic Performance
American Journal of Occupational Therapy, January 1986, Vol. 40, 34-39. doi:10.5014/ajot.40.1.34
American Journal of Occupational Therapy, January 1986, Vol. 40, 34-39. doi:10.5014/ajot.40.1.34
Abstract

Scores from the Learning Style Inventory (LSI), Your Style of Learning and Thinking (SOLAT), and Fieldwork Performance Reports (FWPRs) were used to assess the relationship between learning styles and clinic performance of 33 occupational therapy students who graduated from the University of Puget Sound in May 1983. The LSI was administered during the first semester of professional studies. The SOLAT was administered during the second fieldwork experience. There were significant correlations between scores from both learning style instruments and components of the Physical Disabilities Fieldwork Performance Report (PDFWPR) and Mental Health Fieldwork Performance Report (MHFWPR) scores. Results indicate that a logical, sequential cognitive style enhanced PDFWPR scores, but negatively affected some MHFWPR scores. A preference for active experimentation contributed to both PDFWPR and MHFWPR scores. Regression analysis identified the LSI Active-Reflective score as the best predictor of the PDFWPR total. Results suggest further research to assess learning styles as predictors of clinic performance and guides for curriculum design.