Stafford E M
Am J Occup Ther. 1986 Jan;40(1):34-9. doi: 10.5014/ajot.40.1.34.
Scores from the Learning Style Inventory (LSI), Your Style of Learning and Thinking (SOLAT), and Fieldwork Performance Reports (FWPRs) were used to assess the relationship between learning styles and clinic performance of 33 occupational therapy students who graduated from the University of Puget Sound in May 1983. The LSI was administered during the first semester of professional studies. The SOLAT was administered during the second fieldwork experience. There were significant correlations between scores from both learning style instruments and components of the Physical Disabilities Fieldwork Performance Report (PDFWPR) and Mental Health Fieldwork Performance Report (MHFWPR) scores. Results indicate that a logical, sequential cognitive style enhanced PDFWPR scores, but negatively affected some MHFWPR scores. A preference for active experimentation contributed to both PDFWPR and MHFWPR scores. Regression analysis identified the LSI Active-Reflective score as the best predictor of the PDFWPR total. Results suggest further research to assess learning styles as predictors of clinic performance and guides for curriculum design.
学习风格量表（LSI）、你的学习与思维风格（SOLAT）以及实习表现报告（FWPRs）的分数，被用于评估33名于1983年5月从普吉特海湾大学毕业的职业治疗专业学生的学习风格与临床实习表现之间的关系。LSI在专业学习的第一学期进行施测。SOLAT在第二次实习期间进行施测。两种学习风格工具的分数与身体残疾实习表现报告（PDFWPR）和心理健康实习表现报告（MHFWPR）分数的各组成部分之间存在显著相关性。结果表明，一种逻辑的、循序渐进的认知风格提高了PDFWPR分数，但对一些MHFWPR分数产生了负面影响。对主动实验的偏好有助于提高PDFWPR和MHFWPR分数。回归分析确定LSI的主动-反思分数是PDFWPR总分的最佳预测指标。结果表明需要进一步开展研究，以评估学习风格作为临床实习表现预测指标以及课程设计指南的情况。
