Learning styles and outcomes in clinical laboratory science.
OBJECTIVE
To compare two learning styles--reflective observation versus active experimentation--in terms of learning outcomes.


METHODS
The independent variable, student learning styles, was generally defined as styles determined by use of the Kolb's Learning Style Inventory. The styles were identified as either active experimentation or reflective observation. The dependent variables were learning outcomes that were determined by two methods: the average score on eight posttests scheduled at periodic intervals and a national certification examination score.


METHODS
Clinical laboratory science education program at the University of Nebraska Medical Center in Omaha and at six clinical sites in other cities across Nebraska.


METHODS
Forty senior clinical laboratory science students enrolled in a baccalaureate degree program.


METHODS
Data analysis consisted of descriptive statistics, two-way analysis of variance, two-way analysis of covariance, and repeated measures analysis of variance.


RESULTS
Results showed no significant difference between the students' examination scores based on learning styles. There was no significant difference in the pattern of the examination scores over the semester of learners who were active experimenters versus reflective observers.


CONCLUSIONS
Results of the study generally did not support the conclusions of the earlier research; students' learning styles did not affect their examination scores. No pattern in the examination scored exists in the learning style groups.
Freeman
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VS
Department of Clinical Laboratory Sciences, University of Texas Medical Branch, Galveston 77555-1028, USA. vfreeman@utmb.edu
Fell
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LL
Muellenberg
P
P
D019411:Clinical Laboratory Techniques / Q000193:education*; D007858:Learning; D009329:Nebraska