Gould Trenton E, Caswell Shane V
School of Human Performance and Recreation, University of Southern Mississippi, 118 College Drive, #5142, Hattiesburg, MS 39401, USA.
J Allied Health. 2006 Spring;35(1):43-9.
The purpose of this study was (1) to investigate differences between athletic training students' and program directors' preferences for teaching and testing methods and (2) to investigate the relationship between style and preferred teaching and testing methods using the Gregorc Style Delineator (GSD) and the Preferred Teaching and Testing Method Inventory (PTTMI).
We cluster sampled 200 undergraduate students (100% return; 68 men, 132 women; mean age, 20.12 +/- 2.02 yrs) and simple random sampled 100 program directors (43% return; 22 men, 21 women; mean age, 40.05 +/- 9.30 yrs) from Commission on Accreditation of Allied Health Education Programs-accredited athletic training education programs.
We used a correlational research design to compare the preferred teaching and testing methods of undergraduate students and program directors. All subjects completed a demographic survey, the GSD, and the PTTMI. Our analyses included two separate 2 (role: student and program director) x 8 (method: teaching or testing techniques) and two separate 4 (style: concrete sequential, abstract sequential, abstract random, concrete random) x 8 (method: teaching and testing techniques) mixed-model analyses of variance.
We found that athletic training students and program directors had significantly different preferences for teaching (p < 0.01) and testing (p < 0.01) methods, respectively. No significant relationships were revealed between athletic training students' and program directors' Mind Style typologies and their preferences for teaching or testing method.
We recommend that athletic training and allied health educators consider implementing pedagogy that accentuates students' styles and consider self and students' preferences for preferred teaching and testing methods as time and topic permit.
本研究的目的是（1）调查运动训练专业学生与项目主任在教学和测试方法偏好上的差异，以及（2）使用格雷戈尔风格描述器（GSD）和首选教学与测试方法量表（PTTMI）来调查学习风格与首选教学和测试方法之间的关系。
我们从联合健康教育培训项目认证委员会认证的运动训练教育项目中，整群抽样选取了200名本科生（回复率100%；68名男性，132名女性；平均年龄20.12±2.02岁），并简单随机抽样选取了100名项目主任（回复率43%；22名男性，21名女性；平均年龄40.05±9.30岁）。
我们采用相关研究设计来比较本科生和项目主任的首选教学和测试方法。所有受试者均完成了一份人口统计学调查问卷、GSD和PTTMI。我们的分析包括两个独立的2（角色：学生和项目主任）×8（方法：教学或测试技术）以及两个独立的4（风格：具体序列型、抽象序列型、抽象随机型、具体随机型）×8（方法：教学和测试技术）混合模型方差分析。
我们发现，运动训练专业学生和项目主任在教学（p<0.01）和测试（p<0.01）方法上分别有显著不同的偏好。运动训练专业学生和项目主任的思维风格类型与他们对教学或测试方法的偏好之间未发现显著关系。
我们建议运动训练和联合健康领域的教育工作者考虑实施强调学生风格的教学法，并在时间和主题允许的情况下，考虑自身及学生对首选教学和测试方法的偏好。
