Pharmacy, Health Sciences & Exercise Science
Event Title
Assessing Learning Styles of Pharmacy Students Using the VARK Questionnaire
Document Type
Oral Presentation
Location
Indianapolis, IN
Subject Area
Pharmacy, Health Sciences & Exercise Science
Start Date
11-4-2014 10:15 AM
End Date
11-4-2014 11:45 AM
Sponsor
Sheel Patel (Butler University)
Description
Background: The VARK Questionnaire was developed to categorize an individual's learning strategy using four different categories: visual (V); auditory (A); reading/writing (R); and kinesthesia (K). Currently, research with the VARK Questionnaire is being utilized in classroom and employment settings. At this time no published articles exist which use this method to evaluate the learning styles of pharmacy students in the professional phase.
Objective: Determine the learning style(s) of pharmacy students in the second professional year at Butler University. Evaluate and assess the value of various active modalities in a small group setting.
Methods: A pre-survey was administered prior to the initiation of the Fall 2013 semester for students enrolled in the RX415 Self Care and Health Promotion I Course. This de-identified survey used the VARK Questionnaire to determine a student's style of learning and each student's perception of his/her learning style. Throughout the semester, pharmacy students participated in group activities that represented a variety of learning styles. Three activities designed by the researchers centered on a main learning strategy including a Price is Right game (visual and auditory); crossword puzzle (reading/writing); and wound care activity (kinesthesia). Students completed a post-survey which determined each student's perception of his/her learning style compared to the usefulness of the activity. Pre- and post-surveys were conducted using Survey Monkey and a specific link that was emailed to the students. Participation in both the pre- and post-survey was voluntary; however, students were required to engage in the three previously listed activities. The data was analyzed to evaluate the active modalities of the pharmacy students. The analysis focused on whether a student's learning style was unimodal versus multimodal, the most common learning style(s) observed, and whether the activities changed each student's perception of his/her learning style.
Significance: This project helped determine the prevalent learning style(s) of professional phase pharmacy students. Furthermore, this information will allow the course director to critically evaluate specific activities to enhance the course learning outcomes.
Assessing Learning Styles of Pharmacy Students Using the VARK Questionnaire
Indianapolis, IN
Background: The VARK Questionnaire was developed to categorize an individual's learning strategy using four different categories: visual (V); auditory (A); reading/writing (R); and kinesthesia (K). Currently, research with the VARK Questionnaire is being utilized in classroom and employment settings. At this time no published articles exist which use this method to evaluate the learning styles of pharmacy students in the professional phase.
Objective: Determine the learning style(s) of pharmacy students in the second professional year at Butler University. Evaluate and assess the value of various active modalities in a small group setting.
Methods: A pre-survey was administered prior to the initiation of the Fall 2013 semester for students enrolled in the RX415 Self Care and Health Promotion I Course. This de-identified survey used the VARK Questionnaire to determine a student's style of learning and each student's perception of his/her learning style. Throughout the semester, pharmacy students participated in group activities that represented a variety of learning styles. Three activities designed by the researchers centered on a main learning strategy including a Price is Right game (visual and auditory); crossword puzzle (reading/writing); and wound care activity (kinesthesia). Students completed a post-survey which determined each student's perception of his/her learning style compared to the usefulness of the activity. Pre- and post-surveys were conducted using Survey Monkey and a specific link that was emailed to the students. Participation in both the pre- and post-survey was voluntary; however, students were required to engage in the three previously listed activities. The data was analyzed to evaluate the active modalities of the pharmacy students. The analysis focused on whether a student's learning style was unimodal versus multimodal, the most common learning style(s) observed, and whether the activities changed each student's perception of his/her learning style.
Significance: This project helped determine the prevalent learning style(s) of professional phase pharmacy students. Furthermore, this information will allow the course director to critically evaluate specific activities to enhance the course learning outcomes.