Vittetoe M C, Hooker E
J Allied Health. 1983 Feb;12(1):48-55.
This article reports findings of a three-year study of learning style preferences of allied health practitioners in a university teacher education program. The Learning Preference Inventory (LPI) designed by Rezler and French was used as the survey instrument. Ten health fields were represented in the total population of 309 students who participated in the study. Analysis of variance was used to test the significance of the differences of the six LPI mean scores on abstract/concrete, teacher-centered/student-centered, and individual/interpersonal categories across the variables of age, sex, teaching experience, class location, class standing, and health field. Results of this study paralleled the findings of the 1975 Rezler and French study regarding medical technologists and physical therapists in that these two groups indicated they preferred concrete and teacher centered learning styles. Several other significant differences between health fields and other variables are discussed.
本文报告了一项针对大学教师教育项目中联合健康从业者学习风格偏好的为期三年的研究结果。由雷兹勒和弗伦奇设计的学习偏好量表（LPI）被用作调查工具。参与该研究的309名学生的总体涵盖了十个健康领域。方差分析用于检验在年龄、性别、教学经验、上课地点、班级排名和健康领域等变量上，LPI在抽象/具体、以教师为中心/以学生为中心以及个体/人际类别这六个平均得分差异的显著性。这项研究的结果与1975年雷兹勒和弗伦奇关于医学技术人员和物理治疗师的研究结果相似，即这两组人表示他们更喜欢具体的、以教师为中心的学习风格。文中还讨论了健康领域与其他变量之间的其他一些显著差异。
