11/22/2023 0 Comments Abstract random learning styleIt is considered a powerful, widely used research-based self-assessment instrument for adults. The learning styles measured by the Gregorc Style Delineator fall on a continuum rather than on polar extremes. Questionnaires on preferred learning styles ( Appendix A) and preference for teaching methods ( Appendix B), as well as demographic information (gender, age, and number of years post secondary education) were used. All students enrolled in the particular year were selected. They were enrolled in the second year of the physical therapy program at the university. The students’ mean age was 20 ± 01 years (ranging from 19 to 21 years). An understanding of the different learning styles of physical therapy students should help teachers to develop appropriate teaching strategies to improve physical therapy education.Įthical approval for the conduct of the study was obtained from the Committee of Biomedical Ethics at the University of Dammam.įifty-three Saudi physical therapy students (21 males and 32 females) from the Department of Physical Therapy, College of Applied Medical Sciences at the University of Dammam volunteered to participate in the study. The secondary purpose was to investigate the relationship between preferred learning styles and teaching methods. The primary purpose of this study was to determine the learning style and teaching method preferences of Saudi physical therapy students. The course instructors use different teaching methods based upon the type of course (lecture, lab, and clinical). From the second to fourth year, emphasis is on physical therapy courses. In the second year, students begin to study the basic sciences of anatomy and physiology, biochemistry, histology, and some introductory courses in physical therapy. The program includes a balance of basic sciences, behavioral sciences, clinical/physical therapy sciences, clinical practice, and critical/scientific inquiry. There is a 1-year internship in the form of a supervised clinical practice in different authorized health care institutions. Each year of the program comprises two semesters consisting of 16 weeks (lecture, lab, and clinical sessions). English is the formal language of instruction. The physical therapy department at our institution offers a 4-year full-time program with a total of 135 credit hours for a Bachelor of Science degree. To the researchers’ knowledge, no studies have been identified that determined preferences of learning styles and teaching methods of Saudi students, particularly in the field of physical therapy. A study in Saudi Arabia which investigated the preferred learning styles of medical students concluded that more research was needed in this area. This kind of research has mainly been conducted in the Western countries, although a recent study was conducted in Pakistan. In the literature on physical therapy, documented evidence on the best strategies for learning is lacking, particularly, studies on teaching methods compared to research on learning styles. Teaching and learning strategies must be examined to prepare students more effectively to meet new and rapidly changing practice and professional demands of physical therapy. As an allied health specialty, physical therapy education must provide educational opportunities that lead to the mastery of the theoretical foundations and clinical approaches. Previous research has suggested that students of specific professional groups, especially allied health, have particular preferences for learning styles. Therefore, healthcare educators need to be aware of and understand the learning preferences of their students in order to utilize the most effective teaching methods. In addition, it is crucial to acknowledge the students’ most effective and efficient learning styles because of the vast amounts of information they have to learn within short periods. Theoretically, the most effective teaching methods and instructional activities that take students’ preferred learning styles into consideration should optimize learning outcomes. This, in turn, has a positive impact on academic success and student performance, on the teaching and learning process, as well as on the effectiveness of interdisciplinary team interactions and patient educational process. If the faculties use appropriate teaching methods which match the students’ learning preferences, learning is efficient in a harmonious environment. The development of new skills and knowledge requires a variety of teaching methods and learning strategies. Individuals use different styles of learning to adapt and manage everyday situations.
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