chapter
64 Pages

Occupational Therapy Students' Learning Styles and Application to Professional Academic Training

SUMMARY.Methodsofoptimizingstudents'learninghavebeenamajorconcernofeducatorsovertime.Ifoccupationaltherapyeducators knowthestudents'learningstylesattheonsetoftheirtraining,teaching canbedesignedtoenhancestudents'optimallearningthroughouttheir education.Thisstudydeterminedlearningstylesof201juniorstudents (agerange=18-57,meanage=30.9),enrolledinanurbanoccupational

monlyappliedbyhealthcareprofessions(Farina,1998;KatzandHeimann, 1991;Laschinger,1984).Thecoreofthetheoryisthedescriptionofthelearningcycle.Thecycleemphasizeshowexperienceistranslatedintoconcepts, which,intum,areusedasguidesinchoiceofnewexperiences.Thetheory statesthatlearninginvolvesafourstagecycle,namelyconcreteexperience, reflectiveobservation,abstractconceptualization,andactiveexperimentation. Concreteexperienceformsthebasisforobservationsandreflections.Observationsandreflectionsare,intum,assimilatedanddistilledintotheoryorconceptsfromwhichnewimplicationsforactionscanbedrawn.