Student learning preferences reflect curricular change.
This study measured the learning preference profile development and readiness for self-directed learning over time of two undergraduate student cohorts experiencing different curricular presentations of essentially the same syllabus. The results from three measurement points are reported following each cohort through their first half of the BSc (Honours) Physiotherapy Course, Cardiff. At intake both cohorts preferred a concrete, fact-based learning environment, which was teacher structured. Over time, the cohorts responded significantly differently to their curricula in respect of the student-structured learning preference (LP) variable (p < 0.05), and displayed trends (p < 0.1) towards response difference for the concrete, interpersonal and individual LP variables. Cohort differences are discussed in terms of the planned curriculum changes made during the intervening revalidation exercise. It is suggested that curricula mould students' learning profile development. The impact of this statement on future curriculum development is discussed and educational research-in-action promoted.
Kell
Clare
C
Department of Physiotherapy Education, University of Wales College of Medicine, Cardiff, UK. Kell@cardiff.ac.uk
Van Deursen
Robert
R
D000328:Adult; D001290:Attitude; D015331:Cohort Studies; D003479:Curriculum; D003625:Data Collection; D006801:Humans; D007858:Learning; D026761:Physical Therapy Specialty / Q000193:education*; D011380:Programmed Instructions as Topic; D013334:Students / Q000523:psychology*; D014495:Universities; D014852:Wales