Piane G, Rydman R J, Rubens A J
Northern Illinois University, Dekalb 60015, USA.
J Med Syst. 1996 Dec;20(6):377-84. doi: 10.1007/BF02257281.
The learning style preferences of public health students are investigated. Learning styles, as defined by Kolb, refer to the four distinct manners of processing information.
Students' learning styles are analyzed for associations by gender, occupation, and public health program. The value of learning styles to predict students' preference for oral presentation versus written exams, performance on different types of exams, and course grade are studied.
Learning styles of the students sampled were neither predominantly of one learning style nor evenly distributed. Learning style preferences did not vary significantly according to gender, occupation, or public health program. Learning styles also did not predict the students' choice of oral presentation or written exam. Assimilators, however, scored significantly higher than the other three learning styles on the theoretical exam and in their course grade.
The authors suggest that public health instructors employ a variety of teaching methods and evaluative opportunities when class composition is initially assessed as having diverse learning styles. This "instructional pluralism' is necessary to facilitate learning, maximize participation, and permit multiple pathways for students to demonstrate educational performance.
调查公共卫生专业学生的学习风格偏好。科尔布所定义的学习风格是指处理信息的四种不同方式。
分析学生的学习风格与性别、职业和公共卫生项目之间的关联。研究学习风格对预测学生对口头报告与笔试的偏好、不同类型考试的成绩以及课程成绩的价值。
抽样学生的学习风格既不是主要偏向一种学习风格，也不是均匀分布的。学习风格偏好并未因性别、职业或公共卫生项目而有显著差异。学习风格也无法预测学生对口头报告或笔试的选择。然而，同化者在理论考试和课程成绩上的得分显著高于其他三种学习风格。
作者建议，当最初评估班级构成具有多样化学习风格时，公共卫生教师应采用多种教学方法和评估机会。这种“教学多元主义”对于促进学习、最大限度地提高参与度以及为学生展示学业表现提供多种途径是必要的。
