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Research Article
Issue Date: October 01, 1984
Published Online: June 30, 2014
Updated: June 13, 2018
The Influence of Curriculum Format on Learning Preference and Learning Style
Author Affiliations
  • Rosemary Cahill, MS, OTR, is Associate Professor, and M. Jeanne Madigan, EdD, OTR, FAOTA, is Associate Professor, Assistant Department Head, and Curriculum Coordinator; both at the Department of Occupational Therapy, College of Associated Health Professions, University of Illinois at Chicago, Chicago, IL 60680
  • Rosemary Cahill, MS, OTR, is Associate Professor, and M. Jeanne Madigan, EdD, OTR, FAOTA, is Associate Professor, Assistant Department Head, and Curriculum Coordinator; both at the Department of Occupational Therapy, College of Associated Health Professions, University of Illinois at Chicago, Chicago, IL 60680
Article Information
Education of OTs and OTAs / Features
Research Article   |   October 01, 1984
The Influence of Curriculum Format on Learning Preference and Learning Style
American Journal of Occupational Therapy, October 1984, Vol. 38, 683-686. https://doi.org/10.5014/ajot.38.10.683
American Journal of Occupational Therapy, October 1984, Vol. 38, 683-686. https://doi.org/10.5014/ajot.38.10.683
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Abstract

Undergraduate occupational therapy students were given the Rezler-French Learning Preference and the Kolb Learning Style Inventories at the introduction of professional course work (pretest) and upon completion of junior year course work and Level 1 fieldwork (posttest) 1 year later. The students’ course work was a guided-study, modified competency-based program that included guided independent study, laboratory work, small group study, and one-to-one tutorials in preference to, but not excluding, the more traditional lecture method. After experiencing different modes of instruction, the students indicated no significant difference in their preferences for ways of learning or in processing information. Implications of these findings for the teaching learning process are discussed.