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Learning Styles, Personality Type, and Pedagogy: How Do They Relate?

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Abstract:

Objectives
The first objective is to characterize PharmD student learning preferences as determined by the Learning Styles Inventory (LSI) and personality preferences as determined by the Myers-Briggs Type Indicator (MBTI). The second objective is to determine if learning preferences and personality preferences correlate with studentsÂ’ reported preferences for method of content delivery in two didactic, entry-level PharmD courses.
Methods
Two didactic courses employed narrated PowerPoint lectures available via the internet coupled with workshop or laboratory-based in-class sessions. At the beginning of a quarter, second year PharmD students were asked to complete the LSI, MBTI, and also to report their anticipated personal preferences for course content delivery. At the end of the quarter they were asked specifically about how well the content delivery in these two courses aided their learning and which of the delivery methods they preferred most.
Results
Aggregate student results from the two standardized instruments (LSI and MBTI) will be presented. Correlations between reported preferences for content delivery mechanisms and tested learning and personality preferences will be reported.
Implications
Results of this project will be used to inform curricular revision at the College and to allow faculty to modify pedagogy in order to reach varying types of learners. Results can also be used to help students understand and develop their non-preferred learning and personality types within a safe environment of the classroom for future application in the classroom and in practice settings
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Association:
Name: American Association of Colleges of Pharmacy
URL:
http://www.aacp.org


Citation:
URL: http://citation.allacademic.com/meta/p117853_index.html
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MLA Citation:

Kelley, Katherine., Brackett, Carolyn., Coyle, James. and Pruchnicki, Maria. "Learning Styles, Personality Type, and Pedagogy: How Do They Relate?" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p117853_index.html>

APA Citation:

Kelley, K. A., Brackett, C. C., Coyle, J. and Pruchnicki, M. C. , 2006-07-05 "Learning Styles, Personality Type, and Pedagogy: How Do They Relate?" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p117853_index.html

Publication Type: Abstract
Abstract: Objectives
The first objective is to characterize PharmD student learning preferences as determined by the Learning Styles Inventory (LSI) and personality preferences as determined by the Myers-Briggs Type Indicator (MBTI). The second objective is to determine if learning preferences and personality preferences correlate with studentsÂ’ reported preferences for method of content delivery in two didactic, entry-level PharmD courses.
Methods
Two didactic courses employed narrated PowerPoint lectures available via the internet coupled with workshop or laboratory-based in-class sessions. At the beginning of a quarter, second year PharmD students were asked to complete the LSI, MBTI, and also to report their anticipated personal preferences for course content delivery. At the end of the quarter they were asked specifically about how well the content delivery in these two courses aided their learning and which of the delivery methods they preferred most.
Results
Aggregate student results from the two standardized instruments (LSI and MBTI) will be presented. Correlations between reported preferences for content delivery mechanisms and tested learning and personality preferences will be reported.
Implications
Results of this project will be used to inform curricular revision at the College and to allow faculty to modify pedagogy in order to reach varying types of learners. Results can also be used to help students understand and develop their non-preferred learning and personality types within a safe environment of the classroom for future application in the classroom and in practice settings

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