title: Learning styles and teaching perspectives of Canadian pharmacy practice residents and faculty preceptors.
abstract: OBJECTIVE
  To characterize and compare learning styles of pharmacy practice residents and their faculty preceptors, and identify teaching perspectives of faculty preceptors.
  
  
  METHODS
  Twenty-nine pharmacy residents and 306 pharmacy faculty members in British Columbia were invited to complete the Pharmacists' Inventory of Learning Styles (PILS). Faculty preceptors also were asked to complete the Teaching Perspectives Inventory (TPI).
  
  
  RESULTS
  One hundred percent of residents and 61% of faculty members completed the PILS, and 31% of faculty members completed the TPI. The most common dominant learning style among residents and faculty preceptors was assimilator, and 93% were assimilators, convergers, or both. The distribution of dominant learning styles between residents and faculty members was not different (p=0.77). The most common dominant teaching perspective among faculty members was apprenticeship.
  
  
  CONCLUSIONS
  Residents and preceptors mostly exhibited learning styles associated with abstract over concrete thinking or watching over doing. Residency programs should steer residents more toward active learning and doing, and maximize interactions with patients and other caregivers.
authors.affiliation: Faculty of Pharmaceutical Sciences, The University of British Columbia.
authors.forename: Peter S
authors.initials: PS
authors.lastname: Loewen
authors.forename: Anca
authors.initials: A
authors.lastname: Jelescu-Bodos
mesh_terms: D002170:Canada; D004512:Education, Pharmacy; D005178:Faculty; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D064172:Pharmacy Residencies; D013663:Teaching
keywords: faculty preceptor; learning styles; residency; teaching perspectives