title: Comparison of learning styles of pharmacy students and faculty members.
abstract: OBJECTIVE
  To compare dominant learning styles of pharmacy students and faculty members and between faculty members in different tracks.
  
  
  METHODS
  Gregorc Style Delineator (GSD) and Zubin's Pharmacists' Inventory of Learning Styles (PILS) were administered to students and faculty members at an urban, Midwestern college of pharmacy.
  
  
  RESULTS
  Based on responses from 299 students (classes of 2008, 2009, and 2010) and 59 faculty members, GSD styles were concrete sequential (48%), abstract sequential (18%), abstract random (13%), concrete random (13%), and multimodal (8%). With PILS, dominant styles were assimilator (47%) and converger (30%). There were no significant differences between faculty members and student learning styles nor across pharmacy student class years (p>0.05). Learning styles differed between men and women across both instruments (p<0.01), and between faculty members in tenure and clinical tracks for the GSD styles (p=0.01).
  
  
  CONCLUSIONS
  Learning styles differed among respondents based on gender and faculty track.
authors.affiliation: Department of Pharmacy Administration, University of Illinois at Chicago (UIC), Chicago, IL 60612, USA.
authors.forename: Stephanie Y
authors.initials: SY
authors.lastname: Crawford
authors.forename: Suhail K
authors.initials: SK
authors.lastname: Alhreish
authors.forename: Nicholas G
authors.initials: NG
authors.lastname: Popovich
mesh_terms: D003479:Curriculum; D004512:Education, Pharmacy; D005178:Faculty; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D010555:Personality Inventory; D013339:Students, Pharmacy / Q000523:psychology*