The learning styles of undergraduate occupational therapy and physiotherapy students from one Australian university using the Kolb Learning Style Inventory

Abstract

In order to optimise learning and resources in higher education contexts, the learning styles of nursing and medical students have been researched extensively, however few studies have been completed with other health science student groups. The purpose of this study was to determine the learning style preferences of occupational therapy and physiotherapy students enrolled in a four- year undergraduate degree program at one large metropolitan Australian university. The learning styles of 19 undergraduate occupational therapy students and 42 undergraduate physiotherapy students from first, second, and third years were investigated and classified into learning modes and one of four learning style preferences using the Kolb Learning Style Inventory (LSI). Learning styles for both occupational therapy and physiotherapy undergraduate students included representation all four Kolb learning styles. The majority of occupational therapy students showed a preference for 'assimilating' learning style (31.6%), followed by an equal preference for 'converging' and 'diverging styles' (26.3%). Physiotherapy students showed an equal preference for' converging' and 'diverging' styles (31%). In order to promote learning, education should be delivered in a variety of methods that will match the preferred learning styles of health science students. Strengthening the ability to utilise different learning styles will facilitate student's learning in different contexts encountered during academic classroom sessions, fieldwork education placements, and professional practice.