C. Sonia Wardley, MA , is an adjunct associate professor in the Physician Assistant Department at Western Michigan University in Kalamazoo, Michigan.
E. Brooks Applegate, PhD , is a professor, Educational Leadership, Research and Technology, at Western Michigan University in Kalamazoo, Michigan.
J Physician Assist Educ. 2022 Sep 1;33(3):205-212. doi: 10.1097/JPA.0000000000000447. Epub 2022 Aug 1.
The purpose of this study was to examine the relationship between instructional pedagogy and changes in physician assistant (PA) students' learning styles during a 2-year master's program.
Two parallel curricular tracks were established in the didactic year, one using problem-based learning (PBL) and the other lecture-based learning (LBL) for 6 years. Kolb's Learning Style Inventory (LSI) was administered to both groups at matriculation and at the end of the first and second years. Multivariate analyses, including logarithmic transformations of LSI data because of its ipsative nature, were conducted to evaluate differences and changes in students' learning style.
A majority of students changed learning styles during the program. Despite considerable movement within and between learning styles, the percentage distribution of LBL students' learning styles changed little during the program, whereas there was a significant increase in PBL students having a Convergent learning style after 2 years. PBL students preferred more transformation than prehension in information processing than LBL students. About a third of LBL students, compared to a fifth of PBL students, had reverted to close to their matriculation learning style by the end of the clinical year.
Primary care physicians and PAs tend to have a Convergent learning style. Little movement towards this learning style was seen with LBL students, whereas a significant increase in the number of PBL students had adopted this learning style by the end of the program.
本研究旨在探讨教学法与医师助理（PA）学生在为期两年的硕士课程中学习方式变化之间的关系。
在理论学年，设立了两个平行的课程轨道，其中 6 年采用基于问题的学习（PBL），另 6 年采用基于讲座的学习（LBL）。在入学时和第一、第二年结束时，对两组学生进行科尔布学习风格量表（LSI）测试。由于其特质性，对 LSI 数据进行了对数转换，然后进行了多变量分析，以评估学生学习方式的差异和变化。
大多数学生在课程期间改变了学习方式。尽管学习方式在内部和之间有很大的变动，但 LBL 学生的学习方式在整个课程期间变化不大，而 PBL 学生在两年后具有聚合学习方式的比例显著增加。与 LBL 学生相比，PBL 学生在信息处理中更喜欢更多的转换而不是感知。与 PBL 学生相比，大约三分之一的 LBL 学生在临床学年结束时，重新回到了与入学时相似的学习方式。
初级保健医生和 PA 倾向于具有聚合学习方式。与 LBL 学生相比，LBL 学生的学习方式几乎没有变化，而 PBL 学生的学习方式在课程结束时显著增加。
